Complex Literary Analysis & Student-Created Presentations

Written by Matt Snow - English Teacher

Collaboration with colleagues and students, and a willingness to try new things for the first time, can lead to inspiring examples of learning with our students!

Recently I had the opportunity to “borrow” a wonderful teaching idea shared with me by a Wheeling teacher named Laura Wagner.  The idea was created by another Wheeling teacher Mike Burke.  It involves breaking down literary analysis into four levels, and it is designed to introduce students to this very complicated skill set that is necessary in AP Language and AP Literature.  The four levels are Literal, Metaphoric, Philosophic, and Aesthetic, and they obviously increase in complexity and difficulty.   Students truly struggle with literary analysis, and the breakdown into isolated skills really helps.  While we had practiced over and over, some of them still weren’t “getting it.”

Around the same time I was working on this system with my students, I also had the opportunity to watch Joyce Kim’s students do a presentation on Adobe Voice.  (For more on those presentations, check out this previous Collab Blog post.)  It struck me fairly quickly that this App would be a great way for kids to demonstrate mastery of this four level analysis while allowing creativity and genuine student engagement in the project.  Essentially, their job was to choose a photo of any type that they felt they could analyze.  It could be a painting, photo, advertisement, political cartoon, etc.

Of course, doing something for the first time, I wondered how they would do.  Would the App do what I wanted?  Would they buy into it?  Most importantly, would they get it “right?”  The results were encouraging, and I wouldn’t be writing this blog if I didn’t see the value in the App.  Their presentations made their thinking and learning visible in a creative way that also allowed me to see if they really "got it."

I also see the value in collaboration and what goes on in the Collab Lab.  With minimal time commitment on my part, I learned about something quite valuable to my students, and they, in turn, demonstrated proficiency in their assigned skills.

Check out these examples of their presentations:

                                            




To curate all the presentations from each class, students uploaded them to a Schoology Media Album.  Having the presentations in a Media Album allows the teacher to easily access them to share/present them to the class.  Also, students can access all the presentations for peer review.  The curated examples can also serve as models of work for future students.

 

 

 

Student testimonials:

I really enjoyed using the app! I would highly recommend it. It had very unique features that were useful and efficient. I would like to use this app again for other projects—Mereesa Valera

I really enjoyed using Adobe voice. I found it easy to use and one thing that surprised me was that the music choices are actually good. Most presentation apps I've encountered have sub par music, but I really like the vast options that Adobe Voice offers. Although the music is great, I did find it a bit irritating that if I stopped a recording on a slide, and I wanted to add to what I was saying, I had to erase the entire recording for that slide and restart. Overall I liked the app, though, and if I had the option to choose an app to use for a presentation, I would definitely choose Adobe Voice--Nicole Vassiliou

I really enjoyed using this app. I really like apps that allow creative thoughts. It gives me more motivation to give it all that I have. It's usually fun choosing fun background music, background pictures and styles in the presentation because it lets your imagination run wild. I was really looking forward to a project with this kind of creative freedom—Shuayb Qadri

Have you discovered new ways to engage students with creative ways to demonstrate complex thinking skills?  Please share your ideas with the Collab Lab!

Pounce on Periscope: a Science of Cancer forum

By Rita Sayre

You poured yourself into creating an experiential lesson or forum, yet you had some students who missed it.  How can you re-create the experience for absent students?

Kim Miklusak, one of our DTCs, and I recently tried Periscope, an application that works with Twitter to create a live video feed of your lesson or presentation.  Anyone with the twitter link can join in and see your live video.  Even better, Periscope allows others to comment in real time on what is happening.  Students who are absent can participate in class in real time.

In D214, we love to create forums – common experiences for our students on a theme.  Presented in the theater, these experiences become an enrichment opportunity or a time to explore a topic in depth.  When students miss this, they often are unable to complete following activities or use the skills or knowledge as the course moves forward.  Periscope not only allows a student to participate in real time, but you can save the link for 24 hours and students can watch the lesson the following day.

Flipping your classroom might seem like a tall order in an otherwise busy school year, but Periscope is an effortless way to bring the world into your classroom or theater.

Here’s what you need to be a Periscope powerhouse:

• Have a Twitter account that you use for school purposes
• Download Periscope and link it to your Twitter
• Let your students and colleagues know – send out the link
• Video your presentation in Periscope
• Send out a reminder that the link is live for 24 hours

Kim's note: We will follow up with a blog post soon that explains the technical "How To" of using Periscope as well as some of our experiences from Periscoping Rita's event.  Stay tuned!

Using Google forms for feedback from students

by Kirsten Fletcher

Sometimes, the best ideas are born out of desperation. Recently, I gave a quiz over a topic that I thought we had really covered well. When I sat down to grade the quizzes, I discovered that many students had not mastered the material. I was willing to allow them to retake the quiz, but I wanted them to reflect on their study habits first. So, I decided to create a Google form asking them questions like:

• What was your grade?
• What did you do to prepare for this quiz?
• If you'd like to retake it, do you want to meet with me first?
• Can you identify one or two key concepts that you still need to practice?

While my intention was to make students reflect on their study habits, the result was that this exercise made me reflect on how I support my students. I almost always offer the opportunity for re-assessment, but I am not always organized enough to follow up with struggling students or direct them to take advantage of the Mastery Lab and other available resources.

By having my students' responses together in one spreadsheet, I was able to quickly assess who planned to re-take the quiz so I knew how many re-assessments I would need. I could also see who wanted my direct intervention. In moments, I sent those students an email to set up times to meet. Several of the students who requested extra help from me in the Google form would probably not have approached me in person to ask.

I know there are other ways of getting feedback from students and encouraging them to reflect on their own practice. For me, the use of Google forms not only gave me a quick snapshot of where students perceive their own skills, but it gave me a much-needed springboard for meeting their needs.

Recharge with Professional Learning! ICE 2016

Written by Linda Ashida


February is a great time to take a break from our daily routines as educators and recharge by attending a professional conference.  And, as Kirsten Fletcher reminded us in her recent Collab Blog post, taking time out for professional learning benefits our students!

Last week I had the opportunity to recharge by attending the ICE 2016 Conference: Welcome to the Future.

In this post I will share highlights of just a couple of sessions that I attended. They were inspiring, stretched my thinking and re-energized me.

Keynote speech by Jenny Magiera. 

If you ever have the chance to hear Jenny Magiera speak, don't miss it!  In her keynote she inspired all of us to all be courageous, step out of our comfort zones, and "share our crazy pills" to encourage others to join us in our Edventures. She shared powerful examples about the power of student voice.  Check out the video her students submitted to the White House Film Festival campaign:  #YesYouCan.  You will be inspired!

Jenny also led an engaging workshop on Professional Learning.  Participant Katie Muhtaris captured many of the ideas presented in this sketchnote:

Katie's tweet is an example of how we can multiply our learning through social media. By following #ICE16 on Twitter during the conference, I expanded my professional learning network and learned from sessions, like this one of Jenny's, that I didn't even attend.

Social Curation by  Joyce Valenza

Curation is a search strategy, an activity to promote learning, a critical thinking activity and if we teach our students to curate, we teach them to take responsibility for their own learning, be a trusted guide, and form community and learning networks.  Joyce Valenza stressed the importance of teaching curation skills to our students. She shared a wealth of examples and resources. If you are interested in exploring curation resources, check out this this link to her presentation.

 

To "see" more about what ICE 2016 looked like and how it inspired participants, and for a wealth of resources, check out #ICE16 on Twitter.  

Devoting time to our own skills can benefit our students

by Kirsten Fletcher

As teachers, we have a tendency to devote all our energy to planning lessons, meeting with students, grading, etc. and not take time for our own professional growth.  For example, I teach French and I often feel like my language skills are slipping. I can no longer keep up the pace of a conversation the way I used to, and I just can't find the time to maintain the level I would like to have. Yet if I want my students to devote time to improving their language skills outside the classroom, I need to work on my own as well. The broader my vocabulary, the more likely I am to expose them to idiomatic expressions and advanced structures.

One way that I can work on my own skills and still encourage my students is through field trips. Every year, we offer students an opportunity to leave English (and technology) behind for a weekend and immerse themselves in French with Aventure Française. Students spend the weekend participating in trust walks, nature hikes, broom ball, tug-of-war, singing and skits... all while remaining in the target language! It is truly marvelous to observe.

214 students work together in French to accomplish a task

214 students use compasses, identify landmarks,
participate in trust walk in the woods while using French

Teachers refresh their skills as well

While it is always rewarding to see the progress that students make and the confidence they gain in such a short period of time, I also have a selfish reason for going. This weekend forces me to speak French as well. Even better, it gives me the opportunity to not be the expert in the room. I interact all weekend with my peers and I regain some of my fluency of expression. I return to the classroom energized and armed with new ideas.

The same can be said about honing our teaching skills. It is important to take time out to develop ourselves professionally. This may mean doing pull-out days with our PLC, participating in workshops, or attending conferences. While these experiences frequently mean extra work in the form of planning and sub plans, the payoff is worth it. For more reflection on the benefits of attending professional conferences, see this blog post by Kim Miklusak.













On a smaller scale, the Collab Lab at EGHS offers a variety of professional learning opportunities. Without having to get a sub or take time out for conferences, teachers can join our Teaming on Tuesdays workshops for one period (or even part of a period) to learn through observation and discussion with colleagues and students. Many teachers also just stop in to chat, get feedback, or exchange ideas.

In fact, stop by the Collab Lab during any period on a normal day and you can hear teachers challenging one another and having professional discussions about how our goals align to our assessments or how to best reach struggling students. I sometimes walk out overwhelmed, but more often I leave with new ideas that energize me and encourage me to improve my instruction. I acknowledge that it is hard to take time away from my ever-growing to-do list to engage in meaningful conversation about pedagogy - especially when I really just need to get things graded. However, I truly believe that devoting this time to improving myself and my instruction will benefit my students in the end.

Enhancing Language Learning with 1:1 Technology

Written by Linda Ashida

An invitation to present at the Winter Conference for AATSP (The American Association of Teachers of Spanish and Portuguese) gave my colleagues Carmen Ruiz, Chris Cirrincione, and me a professional learning opportunity to reflect on, and share, ways that we engage students in language learning with 1:1 technology.

In our presentation we shared strategies that impact student learning by:

• Personalizing instruction
• Improving feedback
• Increasing Collaboration
• Connecting with Authentic Resources
• Expanding Learning Beyond Classroom Walls 

While our examples related specifically to World Language classes -  developing interpretive, interpersonal and presentational communication skills - the activities can be easily adapted to any content area.

Some examples of strategies we shared:

• Give all students a voice with backchannel activities using TodaysMeet or Twitter.

Today's meet is quick and easy to set up!  It takes just a minute!

• Give real time formative feedback with ClassKick or GoFormative .

Embed audio and video links for formative listening practice / feedback

• Encourage collaboration with Google Docs and Schoology Media Albums.

Crowd source resources and learning collaboratively! Divide class into groups.  Each group becomes an expert on a text, audio or video source and fills in Google Doc with main point, key details and key vocabulary!

Students upload infographics related to AP themes. Practice creating questions for their infographic.  Engage in paired speaking activities.  Share written comments for peer review.

• Practice listening comprehension skills with Play Post It or EdPuzzle (Shout out to our Prospect High School colleagues Teri Buczinsky, Ryan Schultz, and Mike Aldworth for sharing their example!)

Embed questions in videos for comprehension checks to build listening comprehension of authentic resources!

•  Engage students with Authentic Resources with SpanishListening.org, AudioLingua and more!

Search for native speaker samples by level,  topic, gender and country!

• Expand learning beyond classroom walls with Google Earth, Virtual Field Trips and Skype.

 Transport yourself around the world with Google Earth or Virtual Field Trips. Try a Mystery Skype!  Connect with another class and guess where they are from.

To learn more about these and other examples we shared, check out this link to our presentation slides.

Do you have other strategies that work?  Please share!

Would you like to learn more about any of the strategies from our presentation?  Please connect with us in the Collab Lab!  
ing Beyond the Classroom walls

Teaming on Tuesdays: Next Steps with Schoology

By The CollabLab Team
 
Today during our Teaming on Tuesdays series, we had the opportunity to see multiple teachers using Schoology in a variety of ways. If you missed this Teaming on Tuesday, read on to see what we learned, and check out this previous post, Schoology Resource Bonanza, for helpful resources.

Our Teaming on Tuesday format once again gave teachers the opportunity to visit a classroom for ten minutes to see strategies in action, and then follow up in the Collab Lab to continue to share ideas and examples to apply to our own classes. However, today for the first time, we invited students to join us for our class-visits and follow-up Learning Labs.  Each period,1-2 student tutors from the Mastery Lab joined us. We learned so much from the perspective of the students!

During periods 1 and 5, we watched French students in Kirsten Fletcher's classes upload pictures to a Schoology Media album, then engage in impromptu discussions based on those pictures. This activity allowed for some student choice and creativity while at the same time curating resources for later use.

Sandra Lee and Katie Winstead were gracious enough to pause their independent reading and have students engage in a Schoology discussion about what they like and dislike about Schoology. It was interesting to hear their perspective on how some of their teachers use the technology.  It was a good reminder that technology alone does not foster learning. It depends on how it is used.

In Quinn Loch's AP Environmental Science class, students began with a Schoology agenda, clicked on a link to a video, and completed a formative Schoology quiz. Students also gave us feedback on how their teachers use Schoology.

Carmen Ruiz-Bergman's classes showed us the benefits of a clear course set-up, as well as using the event feature to share the day's agenda.  Students like seeing what is expected of them that day, when upcoming assignments will be due, and being able to go back to look at things they missed if they were absent.



Just a few of the many takeaways from the day:

• Students report that they like having an agenda (calendar event) posted so they can follow along in class, make up work when absent, or check to see what homework is due.  Some students also liked how teachers post the handout for the day on the agenda as well.

• Students like the organization of Schoology. They like being able to find documents easily and not having to carry papers to class.  They suggest teachers take a look at how they name documents to help make things easier to find!

• Students do like when teachers post reminders via Updates.

• Students only really look at comments and feedback if they have notifications turned on. More would look at them if teachers gave a few minutes in class to do this. Also, comments show up in different places in Schoology depending on whether an assignment is graded or not.

•  Students really appreciate getting immediate feedback via Schoology and having the opportunity to do practice quizzes before summative tests. They like when teachers give feedback on free response quizzes and discussions.

• Students would like Schoology to add a private message feature so they could message their teachers directly from the app.

Look for more blogs about these topics again in the future! 

Thanks to the following staff members who took time out of their busy day to join us: Effie Kalkounos, Matt Smolka (intern), Cassie Yoon, Jon Wong, Sue Montemayor, Sharon Horwath, Matt Bohnenkamp, Katie Kalmes, Sandra Lee, Elyse Hoffman (Wheeling High School), Cliff Darnall, Dean Burrier-Sanchis, and Kristina Lopez (student teacher).

Thanks also to our incredible Mastery Lab tutors who gave us the student perspective on Schoology: Irene Tijerin, Katelyn Eul, Sam Ivers, Gabby Vazquez, Hana Crnovrsania, Emily Gable, Justin Ethithira, Tiffany Waldrom, Niki Tingas, Breanna Keenly, Sejal Vora, and Ray Salarzano.