Professional Development - Close Reading

I am excited to be participating in the Alief Literacy Mini-Conference this year.  My sessions will focus on Close Reading in the Intermediate Classroom.

You can find a link to information here. 

Or use the QR Code below to access a Padlet with additional resources.

Thing 13: Reflection

For the final 13 Things post, answer the following questions:

1. How has your thinking been transformed about the integration of iPads into the curriculum?  What surprised you about this process?

- I wouldn't say my thinking has really been transformed as I readily integrate technologies into teaching regularly.  I do think the iPad has some unique qualities vs. laptops or desktops.  The iPad's tactile and manipulative nature is engaging for students and teachers. If you need something moved, put your finger on it and move it! Smaller? Pinch it!   Another feature making it a great tool is the portability. Use it seamlessly in the library, walk to the science lab, snap a picture outside, record a movie in the classroom - all from the same tool without much effort.  The interface is very intuitive (for students) and apps really target specific needs.  No real surprises - just some realities on limitations.  I tried posting all blog entries through the iPad, but found it TEDIOUS for uploading pics. Somehow I made it happen but wouldn't really be able to tell you how. For large amounts of typing I had to move to my laptop (Thing 11). There was just too much text to type using the iPad. These are considerations to take into account when planning a lesson also. So more than anything I reaffirmed that integrating technology into lessons requires advance planning and having a backup plan. Students are often more flexible than teacher in this respect and given a few moments will probably figure the tricks out faster than us!

2. What are your favorite tools, features, and/or apps which you learned about during this professional development? 

- Feature: Portability!  You can really take advantage of location and "teachable moments". 

- App: Educreation - I can envision a bank of tutorials created by students and teacher. Great app for getting students to explain new learning and processes. (I hope that some update will allow editing of tutorials)

- App: Garage Band - good tool for summarizing new learning or providing background information through podcasts. Will be exploring this more this year. Will need to consider hosting issues and access. 

3. What was your biggest “aha” moment during this training?

- Hmmm. Aha/frustration - the iPad is not seamless between eChalk and Blogger and Google Drive. Really hoping this is resolved. 

- Aha/frustration - limited apps. 

- Aha! - There is so much potential with the few apps available and the iWork's productivity tools. For those students with Google Drive access, this will increase options. 

- Aha! - Plan, plan, plan!!! I'm glad that I was able to take this class and play with everything a bit before the new year.  

Thing 12: Evaluating iPad Lessons

After reviewing a few lesson I realize that students in all age ranges will have opportunities to utilize this engaging tool effectively.  The iPad is well suited for active research and productivity.  When used in conjunction with the numerous apps the possibilities just grow. 

Comments left on the following blogs:

Librarian Denise http://13thingshudson.blogspot.com

Betty George http://bettytgeorge.blogspot.com

Thing 11: Planning and designing Your iPad Lesson

Writing Unit: Persuasion

TEKS:
6.18  Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

Objectives:  
Students will write a persuasive essay on a self-selected topic that includes sound reasoning, detailed and relevant evidence, and consideration of alternatives. 

Students will use collaborative technology to compile research. 

Students will publish completed essays in written format and through a podcast. 

Materials / Resources:

• iPads with Internet access
• Writer's notebook
• Chart paper and sticky notes (or document camera, paper, and media projector)
• media projector/computer, or iPad connected to media projector
• District Rubric for Persuasive Essay - District Writing Rubrics

Selected Sites and Productivity Tools

• Padlet.com - Resource Page
• NEWSELA.com
• NYTimes-Room For Debate
• Alternate editorial sites
• GoogleDocs
• Class eChalk Page
• Library/District Research Databases
• GarageBand app
• Optional Educreations tutorial on Persuasive Essay

Time Period - 4-6 Days

Process:
Day 1 - Teacher presents a series of current issues from news headlines using NEWSELA.  Teacher presents splashpage from NY Times - Room for Debate website.  Students briefly explore the websites for key issues. Using chart paper and sticky notes (students record key issues that they find interesting, engaging, or relevant to them on sticky notes and apply to a Circle Map. Alternately, a blank Padlet could be created and students record their ideas on the electronic stickies.

Teacher would then facilitate moving the stickies together under similar topics and themes.  This could also be transferred to a Tree Map.  On Padlet, the notes could be moved in the same way. 

Individuals, table groups, or teacher-selected groups would select a key issue or topic of their choice. If individual, then they would form groups based on similar topics to help provide support through the process.  Teacher would create a Padlet for each group/topic for students to begin adding information, ideas, and resources.  Using the provided sites, the students would be begin to research their issue.  Teacher would provide probing questions and help refine their ideas. 

Teacher would end first day by reviewing the rubric with students and planning their next research day. Possible homework would be to continue the research process through either the Padlet or adding to a GoogleDoc

Day 2 - Teacher reviews rubric and assignment expectations.  Teacher reviews the model essays on the Resource Padlet, identifying the key components (This could also be done through an Educreations Tutorial as part of lesson or homework the previous night).

Students continue researching their topic and recording electronic notes on Padlet or GoogleDoc. Research resources will include the selected sites, library databases, or even a teacher-created Custom Google Search for students requiring additional support.

Students write rough draft in GoogleDoc.'

Day 3 - Students go through revision process (self and peer) using the rubric.  If key lapses in required components, allow students opportunity to continue research.  Students who have completed revising and editing can move on to final draft.

Day 4 - Students can record essay on GarageBand to create a podcast.  This will be housed on the class eChalk page, sent to teacher on GoogleDrive, or linked to on Class Padlet or blog.  Allowing students to record the podcast will provide an opportunity for more expression and conveying tone than a written essay alone. 

Day 5 - Students should read at least one essay and listen to the companion podcast and provide feedback.  If time permits, students should listen to and read more than one. 

Teacher should end with class discussion on purpose of this unit and pros/cons of the process.  Students should share new learning either about topics, or process. 

Possible extensions - Class debate on key issues; multimedia presentations created  by group with text, sound, podcast, images in Keynote or iMovie.

Thing 10: Copyright, Fair Use, and Creative Commons

Part 1

I've encountered much of the information regarding copyright, fair use, and Creative Commons previously. A few things stood out though. We often remember to have students give credit for work they use, but we don't spend enough time on the specifics of fair use. Students will cite a source but then use way more than what would be considered allowable. In fact students and teachers alike will use long segments or entire songs and videos.  In our efforts to celebrate student work we post PowerPoint presentations and projects on the internet not really thinking about fair use of the content. An in-school audience is different than a potentially worldwide one. I think it important to plan accordingly by establishing clear guidelines and modeling expectations. Focusing on creating original content and using sites with more public domain resources would help alleviate some of the issues. 

Part 2

The teacher in the video engaged her students with mashups and parody which really blurred some of the lines of fair use. She was able to have students look closely at the criteria and help determine whether or not it fell within guidelines.  She required students to support their answers to be sure that they can demonstrate real understanding.   In the end students had deeper understanding and made connections to the lesson. Working with the campus Library Information Specialist we could model appropriate copyright and fair use during research projects. Partnering with teachers would be important to create rubrics and to communicate expectations. The LIS can also show students many if the tools within the research databases that make citing sources much easier. 

Thing 9: Collaboration

The tools in this assignment are very effective and engaging collaboration tools.

Skype - Great way to  communicate with places from another campus to around the world.

• One way of utilizing Skype is by partnering with other schools. I could see this being used by classes at different campuses. You could host a debate between classes. The 6th grade Social Studies curriculum has a rainforest debate that would work well, with each class taking the specific roles. 
• Another way to use Skype is to partner with one of the many museums or university programs that offer guest speaker programs. Even NASA offers great opportunities to listen in on talks or communicate with experts and astronauts.  Students are certainly engaged during these sessions. With careful planning and question preparation, the Skype sessions can be powerful learning experiences - allowing for students to interact with and explore places generally out of reach. 

Padlet - I love Padlet. It works for me. It is easy to setup and easy to share. 

• Targeted resource page - I often setup Padlets for teaching units. You can include video links, documents, websites, and notes easily modified. You can open up the Padlet for users to add resources too. I've created a writing focus Padlet that teachers added to. We clustered like resources together and added comments as we went through the unit cycle. 
• Padlet can be used as a collaboration tool. As students research a topic, they can post to the Padlet with comments and resources. As the Padlet administrator I can move the resources to cluster together like items. I've also posted questions on the Padlet and had students add responses and resources underneath. I do require students to provide their name for accountability. 

More than anything, the tools in this assignment increase engagement by making students active participants and accountable. The interface of Padlet is intuitive and simple. The accessibility of Google Drive makes it flexible for classroom, lab, or library.  Skype opens up students to opportunities and places that are generally out of reach. 

Thing 8: Research and Inquiry

Google Custom searches are very useful when working with classes in the library, lab, or classroom. Students often get distracted with the search results when done as a blind search. Working as a group, I would focus on the keywords that would produce the best options. After creating the custom search engine I would then share it with students in their google mail accounts or via my class eChalk page.   Using the custom search engine would allow me more time to monitor and work with individuals with their annotations and less time trying to steer the students towards the correct sites. I could easily see this being done with Social Studies content in the intermediate level or science content.