Tuesday, July 28, 2020

Periodic Table Pixel Art - A Digital Activity

A couple of years ago I created a periodic table pixel art activity inspired by a card sort activity published by the ACS. This morning Ms. Widrig shared a really cool mystery picture activity within the Facebook Group Digital INBs and Binders, an amazing group of educators that have come together to share ideas, lessons, and activities in preparation for the digital re-opening of schools in 2020. Mashing what I had with her example, I transformed 5 of my original sets of  30+ clues into a digital activity.

In the interest of sharing forward, here is a link to a force copy of the complete set for you to download/use/adapt for use in your own classrooms. The complete activity is self-checking (including capitalization), making it a good activity for assessment or review.

Digital Periodic Table Pixel Art File

Sunday, July 26, 2020

Cross Cutting Concepts Graphic Organizers for Digital Notebooks

For a while now I've been working with the NGSS's cross-cutting concepts, inviting my students to take ownership of them. As part of this process, I have often used graphic organizers to help my students process and make connections between big ideas. This year, as we move completely away from paper, and into the world of digital notebooks, I knew that I would need to transform all of the organizers and prompts I've collected over the years into digital versions so my students could add to them into their digital notebooks. I am finally done, and as always I am sharing them with any teacher that needs them.

In order to create your own copy of the slide deck where the organizers are found, click here.

It is important to mention that the organizers have no instructions other than textholders stating "type here".

These slides are intended not as a stand-alone digital notebook, but rather as masters that can be added to your existing notebooks. If you are unsure about how to add them to your own teacher digital notebook, you may wish to watch this video.

Wednesday, July 15, 2020

Digital Interactive Notebooks

Over the last month, and with the uncertainty of how we will re-open, I decided to make a move to digital notebooks using Google slides. Taking inspiration from Matt Miller's Google Slides Interactive Notebooks, as well as the thousands of teachers that came before me and graciously published templates (SlidesMania comes to mind) and YouTube videos, I came up with about 20 that I plan to use. As you know, I am all about sharing so I am publishing them all here for you to peruse and make copies if you wish.

Monday, May 11, 2020

Interactive Padlet Activity for Google Meets/Zoom

Like many of you, I've been trying to figure out how to make my Google Meets interactive and fun. We've done digital breakouts, Kahoot, Quizziz, Legends of Learning, scavenger hunts, and the like, but most of these have still lacked the conversation piece that I crave. Half the time it feels like I'm sitting in front of a one-way conversation, and while there are some conversations in the chat, I am mostly holding a soliloquy while students are working through those activities.

This week I am going to try something a little different, and am excited about the possibilities. Taking inspiration from NASA's Image of the day and the Change My Mind meme that keeps popping up in several of my Social Media feeds, I created the column Padlet where I placed three images and ask the students to respond to each without naming the content of the image. The way I envision this is that students will be able to do a reverse image search, find out what the picture is showing and open up an article/webpage with some information that they can read and share as a comment.  The "Change My Mind" column is an addition that I envision working much the same way, where students can do a quick search on the topic (or use their background knowledge) and write a sentence or two backed up with facts/graphs to support their claim.

If you are interested in doing something like this, good places to search for those images to share with students include:

Earth Observatory Image of the Day
NASA's Image of the day
What's going on in this Picture - New Your Times
Electron Microscope Photography - Twisted Sifter and Getty Images
Smithsonian Magazine Photo of the Day

Let me know what you think. What other interactive activities are you doing during your GoogleMeets/Zoom calls?

Friday, April 24, 2020

Reporting "completion" grades - use IF statements

Much like other districts around the U.S., mine has opted to forgo grades and simply report work as completed/not completed during this time of emergency remote learning. While I agree with this practice for now, it dawned on me that I would be looking at papers or digital submissions twice as many times as before since. Not only do I need to read and provide feedback to students (oftentimes grading it still), I also need to contemplate whether a submission counts as completed or not. I am not averse to doing the former, but the idea of then manually"transforming" that into complete/not complete in order to report it in my LMS, especially when students are all working at different paces, is a real pain. Trying to ease that pain I started thinking of all those skills I've gained from my gamified leaderboards and came up with a relatively easy workflow that for all intents and purposes semi-automates the process.

It all starts with reporting all feedback grading uniformly. I am using Google classroom as my feedback grade book for students, whether manually grading there or importing into it the feedback grading from GoFormative, EdPuzzle, etc., the trick is to make everything worth the same number of points. Once you are ready to report the C/NC grades you will need to download the complete grade book you want to transform as a CSV. In Google classroom, this means going into any of your assignments and clicking on the cog you see on the top right.

Once you have your grade spreadsheet, it is simply a matter of adding an IF statement that references the cell you'd like to change into C/NC. The formula is

=IF(E6>6,"C", IF(E6<=6, "NC"))

Where E6 is the cell that has the grade, and 6 is the points threshold that I decided on as the lower limit of "completeness". C and NC can be whatever you want it to report out.

Once you have that formula in place, it is simply a matter of dragging it down and across to copy it. Both Google sheets or Excell will automatically change the cell references.

Once that is done, your spreadsheet is ready to be uploaded to whichever LMS you are using. While you will have to do it again any time you update your grades, it will at least save you some time and keystrokes.

Have you found any other shortcuts to deal with this new normal? I'd love to hear about them.

Sunday, April 12, 2020

Distance learning made "easy" with Formative

A while back I shared 8 Reasons to Love GoFormative. All of what I mentioned back then still holds true, but in this new era of remote teaching, GoFormative has become the most powerful tool in my teaching arsenal. Let me share why.
It is important to note that some of the awesome things I'll be sharing are available to premium/partner users. However also important to state that GoFormative is offering access to their premium features for those facing school closures and that any premium features you use during this time remain active in your Formatives even if later you downgrade to a free plan.

GoFormative and Google Classroom

 GoFormative "talks" to Google Classroom. There is nothing worse than trying to introduce a new tool to students. That initial walk-through of setting up student accounts, having students remember passwords, etc is a pain even in the best of times. GoFormative allows you to import your classes, assign work and pass back scores to Google classroom. Students do not have to do anything other than click on the assignment in their Google classroom, log in to GoFormative using their Google credentials and get to the actual work at hand.

Everything in One Place

This is the best part. GoFormative allows you to embed practically anything directly into your formative assignment. What this means is that you can have a full lesson on Formative that starts with a screencast or video, then a simulation, followed by a slideshow and a Quizziz, all in one place. No need for students to open up new tabs or get lost while trying to remember where to go.

Last week I was tasked to give a PD on using GoFormative for distance learning and created this slideshow walking you through what I consider the best things to embed for distance learning.

And just to be clear, embedding is not a premium feature. It is always available as a stand-alone embed, though as a premium partner you can embed directly into a question type.

And while we are on the subject of embedding, if you embed a Google document using the "second way" mentioned above, and give editing rights to the document to your students, you can effectively transform that document into a discussion board that the students can type into while still in GoFormative!
Of course, if you want to close the "discussion board" you simply change the permissions of the document back to anyone with the link can view.

Real-Time feedback

Once students are working in your Formative, you can give feedback in real-time or asynchronously.  This GoFormative article shows you how. Now, while in a Google meet (or Zoom), you can also choose to display the student answers, hiding their names (which is an actual feature in GoFrmative) and have a full discussion about their answers.

Formative Library

If you don't know where to start or just want to find something quickly, GoFormative also has a library of teacher-created Formatives shared by teachers that can help pave the way to your use of GoFormative during this time.

Some more information about the use of GoFormative during school closures, including a recording of a webinar that walks you through setting everything up can be found in their article "COVID-19 Virtual Classroom Action Plan"

This is how GoFormative has made my transition to remote teaching easy. How about you, what tools are you using and found especially powerful during these times?

Wednesday, April 8, 2020

Covid-19: Where am I during school closures?

It has been 3 weeks since my school site closed, and a week since we got the news that our schools will be closed for the remainder of the school year. As many of you, I have been scrambling to get things in place so that my students can continue learning. I have now had Google meet check-ins with my middle schoolers, and developed a slew of online lessons and experiences, and I've had to redifine what this school closure means for me and my students several times over. As I was working through this I came across a graphic posted by @CarolLRead that helped me focus and recognize my feelings over the situation and in some ways gave me a path forward. So, I set about re-creating it for use with students as a way to help them recognize that:

1. Their feelings are valid, and their reactions are completely normal.
2. They can move from one "zone" to another at any given time.
3. There are ways to change their outlook and use this time in meaningful ways.

I don't know where we will all land when this is over, but I am hopeful that we will all come out of this a little bit stronger.

If you'd like a copy of the graphic to share with your students, you can create your own by clicking here

Monday, March 16, 2020

Biogeochemical Cycles Digital Dice Games

During my career as a middle school teacher, I've made use of a number of biogeochemical cycle dice games that are readily available in several variations on the internet. A couple of days ago, as I was bringing the illustrated dice I had for the water cycle, I thought that this would be the last year I could use that particular set - they were a little crumpled from handling and the pictures had faded. While creating the dice is not hard, I was a little unmotivated to do it and wondered whether there was another way to still use the activity but save me the work of recreating the dice every so often.

It has now been several days, but I did it! A digital version of the water cycle dice game.

Now, of course, this would not be the way to show it to students, so I posted it up for actual use on a Google site, with a link to a record sheet -

Biogeochemical Cycles Dice Games

Not being able to stop myself at just the water cycle, I then went ahead and created a page and "game" for all other cycle games I use. 

I purposely re-used the illustrations to give students an idea of the similar reservoirs for matter as it cycles through on Earth and to allow for easy comparison between the cycles.

After playing any of the games, you could have students write stories or draw cartoons with the information they gathered or discuss how difficult/easy it is for a molecule to leave a specific reservoir. If they play more than one, they can also compare their journeys in both (which reservoirs are present in two or more, which processes are similar, etc.)

I would love to hear more ideas about what you could do with them.

Wednesday, March 4, 2020

Plate Tectonics Google Map

For several years I have been teaching Plate Tectonics to students and we have done several paper-pencil activities that have to do with plotting earthquakes, volcanos and landforms on maps. Over those years, I've searched far and wide for a Google map that included the outlines of the plates in the hopes of turning those activities into a digital product. I've only ever found Google Earth maps with this feature and while cool, the idea of navigating Google Earth with students has always been daunting. This year I had some time and decided to create my own Plate Tectonics Google map.

The link to the map, which you can see above and can use to make a copy is https://bit.ly/2VOCDO. If you decide to use it, I only ask that you share it forward, freely, to any teacher who may also be looking for it.

The project I use it for, which includes not only the link but also a Google slide deck with instructions on how to make a copy of the map, add markers and share it (see below), can be downloaded here

If you do download it, consider leaving a review. Thanks!

Sunday, February 2, 2020

Interpreting graphs with "What's Going on in this Graph?"

It's been three years since the New York Times partnered with the American Statistical Association to bring "What's Going on in this Graph?" to teachers and students. The premise is simple, every week during the school year they publish a graph asking students to think about it and discuss their observations whether on the site itself or on Desmos. A week later, they have a reveal, with more information and highlights from the moderation.

I started using the activity with my 8th grade Science and Engineering classes last year, as I struggled to teach them to interpret motion graphs. What I was looking at at the time, was students who jumped to conclusions without stopping to actually look at axes or units,  or choosing to bar graphs over line graphs simply because they were more familiar. I also, at the time, was invested in having students create infographics for projects, but again, they were doing so without actually looking or thinking about why one choice was better than another, or even worse, Googling for ready-made ones and pasting them without realizing that what they had included actually contradicted or was completely irrelevant to the message they were trying to send. The need was obvious - How do I help students acquire the skills they need to analyze graphs and charts.

During the first few months of using them, I presented the graph posted by the NYT that week and used their prompt:

  • What do you notice?
  • What do you wonder?
  • What's going on?
This was fine except for one little thing, they started looking at the comments posted for "correct" answers or as a guide for what to write in their response to me. While it did force them to at least open and read the comments, they were still taking that short-cut of having someone else do the thinking and noticing. So I started adding some other questions that would require the act of reading the graph in order to answer them. These questions were not necessarily of a very high DOK, but rather of the "actually look at the graph" type. Things like
  • "What is the military spending worldwide presented on the graph?" for this installment
  • "Which destination seems to be the most popular for Thanksgiving Travel?" for this one
  • "Describe how the author represents data in the graphic."
These types of questions are always presented before the analysis questions and have served us well to help students look at the graphs before moving on to the deeper analysis posed by: 

  • What's going on in this graph? (i.e. what would be an accurate conclusion that can be supported by this graph). To answer this question use the CER framework
  • Write a >140 character Tweet that could accompany the sharing of the graph. Your response must include a relevant hashtag.
By now, I have a bundle of 29 such activities in the GoFormative library. Most of which come from the weekly NYT publishing, with a couple added from other sources due to my students' interest in a topic. The activity for me is weekly and takes up about 30 minutes of class time. Since many of them are related to my content it ends up supporting not only the acquisition of the skills for interpreting graphs espoused in the CCSS and NGSS but also addressing ISTE standards for students, making the activity an absolute win.

Documenting Peer-Reviews leads to better builds

As a project-based learning teacher, I know about the importance of feedback during project runs. I constantly conference with students, formally and informally, trying to push them to think critically about the project as well as what they are creating. Unfortunately, these conversations and documents don't always make it into their final projects, leaving both me and the students frustrated come unveiling day. You see, often my students become enamored with an idea and it is really hard to sway them, even when they realize that they should have taken a different approach. They come up with "patch" solutions to "fix" the immediate problem, but they seldom take a step back and realize that they should start from scratch. While I know that the learning is in the process, I also see a lack of transfer of those lessons from project to project - i.e. this did not work last time, why would it work this time?

Case in point - I run a project based on Teach Engineering's "Adding Helpful Carrier Devices to Crutches", and have this whole set-up that walks students through the engineering design process for it (Assistive Technology - Crutches). Last year we even had one of the students as an actual client that needed the device and built to her specifications, supposedly. What happened was that students basically attached whatever they had on hand without much consideration for usability - boxes and bags that make holding the crutches almost impossible, or too big causing a severe imbalance, etc. When challenged about this during first testing, their solutions were always about fixing what was already there (create a hole for the hand or adding dividers so help with the swaying of things), but they never included "take the whole thing off and re-work from scratch". After weeks of patches, students unveiled final products that did comply with the requirements but were not actually useful. The posed to the student we were building for, "Would you buy this?",  was always met with, "No, not really" - even for her own build! This led me to a bigger reflection of where I was dropping the ball and/or what could I do to help promote better builds.

As I pondered this question, I came up with two key things that I've implemented and seem to be working:

The fast build 

As soon as the project is introduced, the students have one class period to create and test a quick prototype. This happens even before the brainstorm. The goal of the fast build is to help students identify where the problems may eventually arise.

The Peer-Review documentation

After the fast build, my students continued through the engineering design project as usual. However, when it came time for testing the first full build, I introduced a "Prototype Evaluation" rubric.
The key portion for us was the requirement of providing specific ideas to help the team improve.  I "sold" this to the students as "your team has already thought about different ways to address issues, but that is only 4 brains. You are getting the benefit of 28 other brains that are seeing other things you have to address." After the testing and prototype evaluation rubric has been filled out, each team is responsible for compiling the feedback and presenting a summary of the information obtained from those rubrics and creating a plan of action for the next prototype. 

This peer review documentation seems to be working, though it does add three days of work for each prototype. In this case, I am requiring at least three rounds, extending the project 9 more class periods.  while this may not be feasible in every situation, I believe that it will be time well spent.

What do you think? What scaffolds do you have in place to ensure yous students are successful during their project runs? I'd love to hear about them.