App Smashing - Hstry and Thinglink and Tackk, Oh My!

App Smashing began well before the term was coined. You might remember way back, when you created your first website (or really any digital product), and you decided to try to embed a video and then asked yourself, "How can I add some questions for my students to answer?" Perhaps you gave them a paper worksheet, or if you were a bit more adventurous, you might have added the questions directly to your site. Now you had the "problem" of collecting papers, so maybe you embedded a Google form.

As new tools became available you found yourself adding them to your repertoire, and sharing them with your students. Before long, you had your students creating rich multimedia projects and portfolios that included all sorts of cool things, from word clouds to interactive images. You had in fact taught them how to App Smash and you did not even know it...

What is App Smashing?

App smashing as defined by Greg Kulowiec (@gregkulowiecon Twitter) is the process of using multiple apps in conjunction with one another to complete a final task or project.

Why App Smash?

Even with all the options available to us, there is rarely one tool that can do everything you need/want. App Smashing demands creative thinking, making the issue of not having the "perfect app" into a positive. It allows you and your students to take a topic as far as it can be taken, providing opportunities to create engaging learning products. Most importantly, App Smashing is plain fun.

Let me share with you an example. This is a Tackk + Thinglink + wizerme + edpuzzle  + lessonpaths + blendspace + Youtube, in which the students will end up responding to a Wix by using Hstry. I know, it is probably too much, but I wanted to show you just how far you can take things. 

App Smashing Rules

https://goo.gl/Gni2Bl

There are really no rules. It is really about choosing what you (or your students) consider the best tool for the job. App smashing is really about pushing yourself out of the ordinary, and teaching your students to use technology as a tool to increase their learning.

My Favorite App Smashing Tools in no particular order

Mrs. Garcia's Classroom Webtools, by mrsgarciaserrato

Are you ready to App Smash?

For more on App Smashing, particularly with students, visit K12tecnology

Edmodo Spotlight - The Gem You Have Not Heard About

A long while ago, I talked about Edmodo -  an educational website that takes the ideas of a social network and refines them and makes them appropriate for a classroom. If you have not heard about it, I invite you to read about its benefits and how I use it in my classroom. (Edmodo at AdVENTURE). 

What you might not know is that they recently came up with the idea of Edmodo Spotlight, a place where teachers have come together to share, collect and discover resources. I know what you are thinking, "There are lots of sites where you can find lessons or ideas" or "I can find what I need on ____". While this is true, Spotlight is different in that it can become your one place not only for inspiration, but also the place to find that quick sub plan, or discover new tools. Teachers from all over the world are adding content daily, and if you are like me, you will always look for ways to "make that lesson better". Edmodo Spotlight can help you do just that!

Let me give you some examples. In the past month on Edmodo Spotlight I:

• Learned how to AppSmash with Tackk, and paired that with Tackk and Google Forms to create interactive assignments for my students.
• Discovered NRICH and developed Wizer.Me sheets to reinforce the material.
• Found 73 ways to use Thinglink in my classroom
• Invited my students interact with FuseSchool videos holding them accountable by pairing them up with EdPuzzle
• Taught Physical and Chemical Weathering 
• Revamped my own EcoHouse Project by adding elements from A Household of the Future
• I uploaded several of my own resources to grow the Spotlight Collection.

Would I have been able to do all of this without Edmodo Spotlight? Maybe, but Spotlight made it so much easier!

To access Edmodo Spotlight, simply log on to your Edmodo account, then click on the spotlight (top right), and click on "Check it out":

Three ways to display student work

We all know the importance of displaying student work. Displaying student work send the message that the teachers and community values the work they do. It allows opportunities for students to learn from each other and make connections that they might have otherwise missed.

Unfortunately, not only do we have limited wall space, but the classrooms displays need to be taken down to make room for new work. All that hard work gets given back to the students and usually gets tossed out for recycling as soon as it gets home. 

You might think to take a picture of the display, but the pictures seldom not come out well enough for students to use them as reference. You might also be thinking about the impossibility of these classroom displays to show growth of a student or even whole class over time. This is where digital tools can come in handy.

These are my current favorites:

Thinglink

Shared with me by fellow Edmodo user Christi Collins, Thinglink is touted as the "leading platform for creating interactive images and videos for web, social, advertising, and educational channels." This user friendly digital tool provides students and teachers with the ability to turn any image into an interactive graphic. You can create multiple clickable spots within an image, and turn them into a multimedia launcher that can be used to include other images, video, audio or provide a link to any URL.

SpicyNodes

SpicyNodes is a mind mapping tool that provides "a way to visualize online information that mimics that way that people look for things in the real world. Bits of information — such as text, links, photos, and other media — are placed into "nodes," which are then linked together in an appealing interface that invites exploration." You can use spicy nodes to display student work not only for the sake of sharing, but also to provide opportunities to make connections between the different pieces of work that they created themselves.

HSTRY

Hstry is a web platform that allows students and teachers to create and explore interactive timelines. However, it really is so much more than a timeline. You can use it to create assignments and projects, the students can use it to create responses and draft portfolios. You can even use it as I did here to create an interactive display of student work. As with the two previous ones, the user can insert images, videos and text. If you use it for assignments, you can even include formative and summative assessments!

All of these were created with the same body of responses to a single assignment as a way to show you the possibilities of each webtool. 

Have you found other digital ways to display student work? Share them with us in the comments so we can all benefit.

Teach students to "Take Over the World"

It all started as a bit of a classroom joke. As most days, students entered and at least one asked "So, what are we doing today?" My usual response up until then would be to direct them to the board where I, as many of us do, had already written down objectives and an agenda. However, on this particular day the question triggered a childhood memory. Was it the timber of that student's voice? Maybe. I just know that the theme song for Pinky and the Brain song popped in my head, which inspired me to state, "The same thing we do every day... Try to take over the world!" The student giggled, and took his seat. The next day, he asked again, and I said the same thing. By the third day, my agenda board morphed into a "Today's Plan to take over the World" board. This soon became our classroom mantra, and has often helped me frame the day's lesson as my "Plans" started to include:

• What (are we learning)?
• Why (are we learning it)?
• How will I know if I am successful?
• How can I apply this?

All of this was fine and good. The kids got a kick of asking every day, and smiled as I responded the same way every time.

Enter Nick into the classroom, one of those bright students that often push your pedagogy forward. As we repeated the same questioning about taking over the world, he raised his hand and asked that all important question, "Mrs. Garcia, exactly how are we supposed to take over the world?" Fortuitously, I had just read an article on Edutopia describing Costa and Kallik's Habits of Mind, and in that magical moment it came full circle. I was not able to identify all 16 habits of mind for Nick on that day, but I remembered enough to say "Well, you would need to persevere and think creatively. You cannot take over the world if you give up or if you do the same thing as others are doing, right? So, let's get started with our lesson for today." We went about our business that day, but by the next day, I had done more reading, printed out some art for my walls and even developed a slide deck identifying each of the habits.

I tabled my science lessons in favor of a lesson entitled "How to Take over the World". We went over each of the habits of mind, and I encouraged the students to not only discuss each one as they were presented, but also to find examples of the habits they were already practicing. We had conversations about practicing to get better at soccer and at playing a videogame, the difference between hearing and listening and how they apply knowledge to new situations, amongst others. The students were able to see that the habits of mind we were talking about could guide us in our ultimate goal "To Take Over the World".

The moment has since past, but we have constant reminders in our Plan Board, the posters I hung on the walls, and the slide deck (which I turned into a screensaver for our classroom devices). Since then, the habits of mind are ever present in the conversations between myself and the students, "I see that you checked your work a couple of times. You are on your way to take over the world.", and between the students themselves, "How are we going to take over the world if we do the same thing as everyone else!"

And that, my noble readers, is how I know my students are getting ready to take over the world. I invite you to joint the conversation by posting your questions or comments.

My students are taking ownership of the NGSS - Part 2: The Crosscutting Concepts

In a previous post, I talked about how my students have taken ownership of the Science and Engineering Practices by identifying the practices and making their thinking visible. When it came down to tackling the Cross-Cutting Concepts (XCC) with the students, I knew that I had deliberately model the thought process and make the connections visible. I disagree with the statement, "If you are teaching the content, students will grasp the crosscutting concepts. I don't need to teach the connections"; I cannot expect the students to just magically connect the dots themselves.

This led me down the internet rabbit hole, looking for a way to clarify my own ideas about the CrossCutting Concepts, as well as a framework that I could share with the students. During that exploration I came across Peter A'Hearn's CrossCut Symbols. Not only does he provide some cutesy graphics, but delving deeper into his site, I discovered that he had taken the time to develop a series of questions that can guide students in their explorations of the XCC. The framework had already been created!

I printed out his graphics and questions, and placed them in the back of my room, really as my own reference to use while I was teaching. When the students entered, they noticed the change, and being who they are, asked "What are we supposed to do with that?". As usual, I put the question right back on the student's shoulders and replied, "I don't know... What could you do with that?" To my surprise, one of them answered, "Well, we could try to answer the questions." That simple statement was the beginning of the XCC interactive board, and what has become my go to exit ticket for all classes.

As I am teaching, I will move to the board and sometimes point to specific XCC as I explain my thinking. At the end of each day, students are invited to write post-its in response to connections they made to specific XCC. This is a win in itself.
I read through the post-its, but do not use them for anything other than to guide my instruction and address misconceptions if needed. The only "reward" the students get for doing this is when one of them makes a significant leap, and it gets mentioned during a subsequent lesson or as a starting point for a discussion.



Now, for the real ownership part. This exercise has started to trickle down to their weekly writing. Notice the wording of that last sentence. That is the XCC - Stability and Change.

Although we have a ways to go in the "explaining department", the fact that they are beginning to add those ideas to their weekly writings makes me believe that we are on to something great.

What do you think? I would love to hear some more ideas about how to help students take ownership of the NGSS.

My students are taking ownership of the NGSS - Part 1: The Practices

Image source: http://www.slideshare.net/nashworld/ngss-workshop-2013-2 

In a recent conversation with a group of colleagues, I was surprised to hear comments such as:
"I teach science, this NGSS are just the same content standards I already use",  "I use inquiry all the time; my lessons are already NGSS aligned" and finally "If you are teaching the content, students will grasp the crosscutting concepts. I don't need to teach the connections". This got me thinking about just what the NGSS asks educators to do, and what it means in terms of guiding student learning.

At its most basic, the NGSS tells me:

• What to teach: Disciplinary Core Ideas
• How to teach it: Science and Engineering Practices
• Why I teach it: Cross Cutting Concepts

I teach middle school, and my district has not decided whether they will adopt an integrated or science domain model. However, even if I don't know this yet, I decided that I needed to begin working towards analyzing my lessons to determine whether they are NGSS aligned, and to make the alignment visible so that students can really become immersed in the content. For this, I need a different mindset.

The question then became, "How do I get my students to think like scientists so they can make the connections necessary to apply the cross-cutting concepts?" In my quest to answer this question I asked my students to recognize when they were applying the Science and Engineering practices in my classroom. I provided students with the same yes/no questions I use when I am developing my lessons and gave them sentence frames to compose their answers.

The following examples represent student responses to the same lesson.

The fact that both students identified different practices is not a problem. They just have different perspectives on what they did to develop an understanding of the content. That in itself is a win towards making "thinking like scientists" visible and NGSS alignment

Going back to the original conversation, and specifically the comment "I use inquiry all the time; my lessons are already NGSS aligned", I would say, unless the students are asking the questions and developing their own investigations, the lesson is not NGSS aligned. Inquiry is not equal to NGSS alignment. However, having the students think like scientists as they develop their understanding is a first step.

What do you think?

Engaging your middle school audience through PBL

It is that time of the year where I am asked to teach a concept that does not readily engage my middle schoolers. Don't get me wrong, I know that there are many connections to be made, and real-world applications to be discovered. However no amount of me talking about it, having them create catchy posters or even building models (edible or otherwise) has ever been very successful in my book when we are supposed to be able to describe the function of a cell as a whole and ways part of cells contribute to their function (MS-LS1-2). The dreaded Cells and Organelles Unit is upon us.

As I once again began my search for a different approach for teaching this, I stumbled upon this post from Plant Cell Biology, which led me through the rabbit hole of Mr. Graba's work with  high school freshmen, and figured "OK, I can adapt that cell electoral campaign idea."

The premise: The nucleus has to resign, leaving a power void in the cell. A special election is being held to elect a new leader for the cell.

What the students had to do:

1. Develop a series of electoral posters describing the role of each organelle.

 

Pretty much a tired old cell project, but OK. The students plastered my classroom walls with these.






2. Develop a political advertisement for their organelle. This is already rather cool, as they really took to the "meat" of the concepts.



3. As students were getting into the previous components, they also had to create and respond to a smear campaign against their opposition. This is what really got them going, and probably what improved the quality and depth of the final work overall.

 

 


Not only were they "smearing" the other candidates, they added all this evidence for their ideas. This also ended up helping students learn about other organelles, and not just about the one they had been assigned. When they started telling each other to "read the resource closely" and "I have to get home early so that I can do some more research to be able to respond to that", my heart actually sang for joy!

As an added benefit to this project, the students also learned about how to structure an electoral campaign. At the beginning of the project, questions flew about just what would go in the posters vs. the video vs. the "smears". Instead of me giving an answer, I told them to go ahead and research different campaigns and determine what had made them "successful". They requested conferences and support with their social studies teacher, just because they wanted to win this election. I am still confounded by this turn of events, but hey, why would I stand against students taking full ownership!

As we come to the end of this project, I am left with one question that perhaps you will help me answer. I cannot assign another electoral campaign to this group. Do you have any ideas about how to spark this level of interest?