Google Forms and iWeb

I decided to learn more about Google Docs because it seems like such a great way for students to collaborate on a project. I had never used Google Docs until our class last semester. I decided to focus on Google Forms and experimented with how to add a variety of questions and how to move them around the document. I thought this tool would be great to use for class submissions on school newspaper stories. I wanted students to have a way to submit stories from home to be stored in a central location where other students will be able to access them to put together a student newspaper. The student newspaper is an extra-curricular activity at my school, and in the past, many students have difficulty meeting deadlines. Using Google Forms enables them not only to submit stories from home but to also access everyone else’s stories from home, too. As the newspaper sponsor, I was also looking for an easy way to keep track of article submissions, and I found a great tool called iGoogle Gadget. I can embed this gadget onto my iGoogle start page, and every time I check my email at home, I can see if any students have submitted stories for publications. This will help me know who is capable of working independently and who may need a little help getting started.

I am also experimenting with iWeb, a web design program installed on our iBooks. At the end of the year, my students compile a Writing Portfolio where they share and reflect on their writing for the school year. In the past, they have completed this assignment scrapbook style in a three-ring binder. This year I would also like them to create a digital version using iWeb. This way they can share their work with family members who are unable to come to our party in the spring but who are still very interested in reading their work. I am the type of person who learns best by just sitting down with a program and experimenting with it rather than watching video demonstrations. I tried using Atomic Learning, but I quickly ran out of patience with it. I like to try using all of the menu-ideas myself to see what happens and then seek out assistance from the Help File as needed. So far I am focusing on using and editing the templates and publishing to folder rather than a .Mac account. 

Constructivist Lesson Plans

While studying Constructivism in my first graduate cohort class, I found these helpful lesson plans.

1.  Personal Essays and NPR’s “This I Believe”

Web Link: http://learnercentereded.org/standards_essays.html

The “Personal Beliefs” essay uses constructivist theory to improve student learning.  It begins with an activity designed to activate their prior knowledge of a topic.  Students begin with an agree/disagree “Corners” activity where they discuss their knowledge of the topic and develop their own beliefs and opinions about certain statements.  Next, the students will synthesize a graphic organizer for their writing assignment by reading and analyzing essays from NPR’s “This I Believe” web site.  Through parent interviews, focused free writing, and peer sharing, they will collect ideas that contribute to their personal beliefs. They will then use the student generated graphic organizer to write and evaluate each other’s essays.  In this way, the teacher is a facilitator, guiding the students’ explorations into self-discovery.

2. Time Travel Web Quest

Web Link: http://questgarden.com/46/62/3/070212191537/index.htm

Constructivist theory is used in the “Time Travel Web Quest” to improve student writing.  In this unit, students are assuming the persona of a historical fiction character and creating a written product that incorporates facts from this time period.  The activity begins with a group brainstorming session to select a time period in which everyone is interested.  Students will activate their prior knowledge by using a KWL chart to list what they already know about the topic, what they want to know, and what they learn.  Individually, students are researching their time period on the internet, and later they will group together to analyze their findings into three lists: “Must Have Details,” “Important But Not Vital,” and “Details I Can Leave Out.” Before writing, students will create a two column list. On one column, they will list five ideas they think are important to this assignment, and in the second column, they will explain how they will address the ideas in their final product. Once their writing is complete, they can use this chart for a self, peer, or teacher assessment.  

3. Animal Einsteins: No Fools About Tools

Web Link: http://www.pbs.org/safarchive/4_class/44_guides/guide_903/4493_tools.html

“Animal Einsteins” is a hands-on, research activity that uses constructivist theory.  The students define intelligence in dogs by listing examples of how they have seen dogs think or otherwise show their intelligence.  Students then vote on the top ten intelligence characteristics they want to test in dogs. Using this list, they will create a series of questions that rate different dog breeds.  The lesson plan offers many suggestions as to how students can collect their data such as questionnaires and internet research.  Once they have conducted their research, they will analyze their results and rank the breeds from least intelligent to most intelligent.  This activity takes students through the process of how to learn rather than learning a series of teacher presented facts.

10-20-30 Rule (Reflection)

“My Wild Self,” a writing activity for my 6th grade English students, scores three out of four stars on my scale of approval.  Overall, I have incorporated many of the elements mentioned in the tips and tricks links.  My slideshow falls within the 10-20-30 guidelines.  I have less than ten slides in my presentation, the presentation itself takes less than 20 minutes, and each slide uses a 30+ point font size.  My slides utilize the same backgrounds/theme, and I use contrasting font colors for legibility.  Because my Keynote presentations are also my classroom’s textbook, they tend to be a little wordy; however, I do not read them word for word in class.  I write a lot on my slides to benefit students who are absent during the lesson.  All of my Keynotes are posted on my web site, so my students are able to keep up with our class at home.  Also, some students’ IEP’s require a copy of the teacher’s notes, and this helps fullfill this obligation for parents in a way that is also meaningful to them. 

The Google Reader allows users to subscribe to various RSS feeds and read the latest updates from one convenient location.  For a graduate class assignment, I created a document listing several 21st Century Skill RSS feeds.

Download

• RSS Subscriptions.pdf

Discovering New Websites (Reflection)

I find new resources in many different places.  I am a frequent visitor, or “lurker,” on many education discussion boards, such as Education World and Teachers.net.  I especially enjoy reading Education World because they have a “Technology Integration” thread where other teachers share web sites as well as software specific activities.  Our school library receives Middle School Journal, a magazine that publishes the latest trends in education, including technology integration.  The best resource, I have found, is word of mouth.  I enjoy listening and observing teachers in our county.

For most activities, rather than having the students search for a particular site, I’ll post a direct link on my class web site.  My students have this bookmarked on their computers, and it’s much quicker for them to follow a link than to type in a URL.  I also have students evaluate their own web resources.  For example, what author or organization created the web site, when was it last updated, etc.  Legally, I introduce them to citing web sources and encourage them to use royalty fee photos rather than images from Google Pictures.  I have links to royalty free photo galleries on my web page.