Google Reading Levels

Google offers far more search features than most users realize, and their latest option adds the ability to limit search results to a specific reading level.  Granted, results can only be grouped as basic, intermediate, or advanced, but even this rudimentary classification scheme can eliminate texts that are too complex or simplistic.

To limit your search results to a specific reading level, follow these steps:

1. On the search results page, click Advanced Search below the search box.
2. Next to “Reading level” within the “Need more tools” section, select your desired reading level (basic, intermediate, or advanced) or choose to show all results annotated with reading levels.
3. Click Advanced search at the bottom of the page.
4. At any time, you can click the X in the right corner of the blue bar beneath the search box to go back to seeing all results.

Link to a YouTube Timestamp

The ability to link to a specific point in a YouTube video is not a new feature.  However, now instead of having to manually append the URL with #t=time, just right-click the video and select “Copy video URL at current time.”  For example, here we see the precise moment Clark W. Griswold receive his long-awaited Christmas bonus:

Although sites like TubeChop can perform similar functions (and can even generate embed code for the portion of the video you wish to use), they do require (1) an extra step and (2) that you watch the video on their site.  For quick access to a particular time in a clip, it’s hard to beat the YouTube Timestamp.

Prezi Color Wizard

PowerPoint may still reign supreme, but Prezi is rapidly finding its place as an engaging presentation tool.  The Color Wizard allows users to customize themes and font choices.  Paying users can add logos and drag and drop files to the Prezi Desktop.  Even the free version, though, is sure to spark creativity and, like the Jelly of the Month, is a gift that keeps on giving.  Enjoy!

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Angela: Inspiration, Adaptation, and Being Intentional

Candice sent me the materials she had previously used for TKM. In several email attachments I found vocabulary words, reading notes, a multi-genre project, and a variety of miscellaneous files. The mutli-genre project caught my eye, instantly I had an idea to both revamp the project and introduce students (and incidentally Candice herself) to the Prezi.

In the upper school I’d seen teachers use the Prezi in the place of PowerPoint and other presentation editors, but I had not seen students introduced and asked to create something with the technology. The idea of allowing them to take charge and create something new based on TKM was too good to pass up.

I spent the following weekend brainstorming and adapting the multi-genre project for the Prezi. The original project consisted of three parts: a creative writing piece, a visual arts piece, and a technological piece. From the materials given to me by Candice it was clear that students had to add another layer to the book outside of what is presented by Scout’s (the narrator) point of view. It seemed to me that the Prezi would provide an interesting medium to bring all three components of the project to one place.

Before presenting the idea to Candice I showed her previous Prezi’s I had created.

With Candice’s support I immediately started work on a TKM Prezi to introduce students to both the technology as well as how TKM could be transformed. I began by playing around with images (both contemporary and historic) to represent the varying aspects of Scout and Maycomb. I decided to focus on the first half of the book based on Scout’s viewpoint. My first crack at creating a Prezi for TKM left me feeling as if I was not quite expressing what I needed. I was not being intentional enough. I had to sit down and rethink how to arrange the Prezi to show students the capabilities of a Prezi (the cool zooming effects and hidden images within larger words and images) while having an invisible path that made sense to 8th graders. Furthermore, I had to be more intentional about content. If I was going to ask 8th grade students to not only tackle a new technology but to complete an assignment worth a significant part of their grade I had to be intentional about showing them new aspects of the book not presented directly in the text.

I presented my rather lengthy and content heavy Prezi to students. We discussed how I had given my Prezi its path, why I had chosen to visually present it the way I did, and why I chose the images I used. Students understood that while my path was invisible there was indeed a method to my madness. I chose to path my Prezi based on the chronology of the book, introducing characters as they were introduced by Scout. I used quotes from Scout to give a snapshot view of the characters personality. For example “Jem was born hero” and “Dill Harris could tell the biggest one’s I’d ever heard”. Furthermore, family members were placed together in frames to represent kinship, something highly important to the older citizens of Maycomb. A map of Maycomb, drawn by a child, was used as the centerpiece of my Prezi. Students were asked why this was appropriate – the narrator Scout is a young girl.

Through Scout readers are introduced to the geography of Maycomb as well as the underlining themes of race, class, and gender. Using Scout I introduced students to the conflict between Scout’s tomboyish ways and the sweet young lady Jean Louise (Scout’s birth name) is supposed to be according to the matriarch of the family (Aunt Alexandra). To introduce the theme of racism, students were shown a series of quotes from Scout about her caretaker Calpurnia and the mistreatment of the Robinson family compared to the much despised Ewells. Lastly, Scout’s encounters with the Cunninghams and Ewells gave the perfect opportunity to introduce students to the underlying theme of classism.

After presenting, I informed students that they would soon be given the opportunity to create their own Prezis. They were instructed to begin thinking about what they would like to do – they were not allowed to use Scout. They were told that they needed to choose a character or a theme based on TKM and add another layer based on their own understanding.

Lessons Learned

While hindsight is a blessing, it means nothing if it does not lead to reflection and lessons learned. In designing and implementing this project I learned quite a bit:

• Eighth grade students for the most part may be easily overwhelmed and/or will do the least amount of work when introduced to new technology.
• While some projects were brilliant, far too many were subpar and showed little understanding for the intended goal of the project. Learning how to create a Prezi was secondary goal and due to its status as new technology for these students became the focal point instead of the book.
• More class time is needed to discuss the capabilities of the Prezi as an English tool
• In my view, the Prezi is a much needed complement to the study of classic literature. In a one-to-one school such as MICDS often students fail to see the value of classic texts, with computers always at arm’s length there is always a video or pre-packaged tool to use. With the Prezi students are pushed to evaluate the book and incorporate visual support for the themes found in literature. Imagine a student giving a presentation on symbolism and using images to present to his or her peers. Or a student wanting to delve deeper into the use of juxtaposition as a literary tool and using the technology of the Prezi to give a visual representation of its usage in a novel. Using the Prezi students are able to create a marriage between the never ending resources they have access to via the web and stylistic elements of classroom literature.
• In teaching the Prezi to students, Candice also became a student.

Similar to any other student presentation, a Prezi must be graded not only on the visual aspect, but on what is added. Students own perspectives and interpretations of the novel must shine through creating a second layer to the story.

Candice: Becoming the Student

Angela sat next to me one day and said, “Hey. Have you ever seen a Prezi?”

“No,” I replied, “I’ve never even heard of one.”

“Here, let me show you one I made.”

And she did. I was amazed at what Angela had accomplished with this application and asked if she thought it would work as a tool for my students to use for a project for To Kill a Mockingbird. We commiserated on the objectives of the lesson, but I settled back and for the next couple of classes, while Angela taught, and became a student myself.

This is what I learned:

1. It is not easy to learn a new application. It takes time and practice and repetition.
2. It is not easy to put all the steps together. Lessons need to be broken into chunks.
3. Students need to see the objective of the project clearly before they undertake putting the project together.
4. It would be a great idea to talk through ideas before allowing students to pull information together from the internet.
5. Students need to create a Prezi file!
6. Putting in the pathways could drive a person crazy! (Until they discover this sweet shortcut!!! Which now that Angela showed me, I can explain it to students myself ahead of time).
7. Teachers should create their own projects because then we can troubleshoot better! (Having been through the process ourselves)
8. The Prezi can help enhance presentations that start out with a broad idea and focus into a main idea, Prezis are good for comparing and contrasting, and Prezis do not take the place of an oral presentation but rather enhance the oral presentation.
9. It is a good idea for the student to write the presentation first…then create the Prezi around it.
10. Prezis are a good tool for a creative and more informal presentation…the PowerPoint is better for a formal and more direct presentation.

To experience Prezi for yourself, create a free account and then visit the Prezi Academy for Basic, Advanced, and Expert lessons that will guide you through the creation process. As Angela, Candice, and the students will attest, Prezi can be a very powerful tool for teaching and learning…even when applied to a modern classic.

BookHooks Style Guide

BookHooks is perhaps best known as a book reporting toolkit for young readers.  Their Style Guide, however, is an invaluable resource for annotating student work in the middle and upper grades.  Using their Word template, teachers can easily mark a document and add comments for 30 common writing errors.  Each annotation includes a hyperlink to a tutorial on the BookHooks site.

Installing and using the Word template isn’t difficult, but does require some knowledge of Word Add-Ins.  Unfortunately, the BookHooks site does not provide directions, but these two steps should get Windows users up and running:

1. Download the Word template (right-click, save as) and save it here: C:\Documents and Settings\yourusername\Application Data\Microsoft\Word\STARTUP
2. When you open Word again, the Style Guide should appear as an Add-Ins tab.  If that doesn’t work, you may have to enable it using the Word Options –> Add-Ins.

Once configured, the Style Guide enables teachers to provide clear, detailed, and instructive feedback.  Faster, better assessment make this resource well worth a look.

PaperRater

There is no substitute for careful proofreading and peer review, but students wanting an objective review of their work before turning it in should consider submitting it to PaperRater.  This free online service, developed and maintained by linguistics professionals and graduate students, provides instantaneous feedback on a paper’s originality, spelling, grammar, word choice, style, and overall use of vocabulary.

Although PaperRater’s artificial intelligence is quite impressive, it is an imperfect instrument.  It alleged that I had plagiarized a recent blog post, and students unfamiliar with the finer points of grammar may not fully benefit from its detailed feedback.  Nonetheless, for those looking to improve their writing, it’s well worth the brief investment of time.

Scratch is a new programming language that makes it easy to create your own interactive stories, animations, games, music, and art — and share your creations on the web.

Scratch is designed to help young people (ages 8 and up) develop 21st century learning skills. As they create Scratch projects, young people learn important mathematical and computational ideas, while also gaining a deeper understanding of the process of design.

We have developed a six day Scratch unit for 7th and 8th grade math. One class period of each six-day cycle is devoted to Scratch, effectively spreading the lessons out over a six week period. During their course of study, students learn simple terminology, are introduced to the principles of object-oriented programming, and create original animations and games that are uploaded to our Scratch Web Gallery.

Unit Details/Resources
The complete unit is available for download as a zip file and includes objectives, activities, materials, and homework.  Alternatively, the major handouts can be found in this unit summary and the “lecture notes” have been combined into a Slideshare presentation:

Scratch is much more powerful than most users realize and a six lesson unit, even when taught over an extended period of time, provides students with a good overview that leaves room for future exploration. Scratch enthusiasts should visit the Scratch website, Learn Scratch, and Collen Lewis’ Scratch page for additional project ideas, and encourage their students to learn a bit of programming; with Scratch, it really can be fun and easy!

Update: April 2010

Sergio González, a math teacher working at the Luis de Camoens school in Ceuta, Spain, recently updated and translated our six day algebra-geometry unit into Spanish, created video tutorials for some of the lessons, and assembled everything  into a zipped package that can be imported into a LMS such as Moodle.  The complete unit is now available for download in Spanish as a zip file and this open access sample class illustrates how Scratch could be presented in Moodle.

Our 7th grade visual arts students created their own interpretations of Warhol’s work using a simple procedure that included filters, layers, and an understanding of color schemes.  The complete process, beginning with a “green screen” headshot and culminating with a composite image, gave our students a chance to expand their horizons and experience their own “15 minutes of fame.”

Enjoy!

Many of the techniques Ashley suggested can be supported by technology, and the array of digital tools at our disposal can address a wide variety of learning styles.  The following resources are readily available, easy to use, and can strengthen the teaching-learning process.

FLASHCARDS

Developing students’ higher-order thinking skills may be the ultimate pedagogical goal, but learning requires scaffolding, and fundamental knowledge and skills are often acquired through rote memorization.  The lowly 3 x 5 flashcard has met this need for generations, and while paper index cards can be effective, more powerful electronic options are available.

Ink Flash Cards: Included with the free Microsoft Education Pack, Ink Flash Cards are double-sided and accept text, ink, and images. When reviewing, users have the option of presenting the cards in order or randomly, and the cards can be set to advance automatically.

TabletFlash: Language teachers should consider trying TabletFlash, a comparable (and free) program that includes the ability to record and embed audio hints.  Because the audio is stored on the card files, copying and sharing card sets is simple.

Quizlet: Started by a 15 year old in 2005, Quizlet is a free web-based tool for mastering vocabulary.  Users can create and share their card sets and/or browse Quizlet’s extensive library of user-submitted content.  Quizlet’s five different study modes (Familiarize, Learn, Test, Scatter, and Space Race) range from “fun to powerful” and are highly engaging.

GRAPHIC ORGANIZERS

Graphic organizers have long been used by students to organize/classify information and visually represent the relationships between important concepts.  Just as electronic flashcards are a major improvement over their paper predecesors, new digital tools make creating Venn diagrams, concept maps, and KWL charts easier than ever.

OpenMind 2.0

Although Inspiration has long been the standard among commercial applications, we recently migrated to Matchware’s OpenMind 2.0.  In addition to concept maps, OpenMind can also create timelines, integrates with Microsoft Office, and includes a number of organizer templates.

Webspiration

Inspiration recently introduced Webspiration, a free (for now) web-based version of their popular software program currently available in a public beta program.  Although it lacks some of the features of its desktop counterpart, it has great collaboration features and gets high-marks for ease of use.

Other Online Options

There are a number of online tools available for creating graphic organizers, including MindMeister, Mindomo, Mind42, and Bubbl.us.  Each can create basic mind maps and all are free.  As with any Web 2.0 tool, however, it’s important to consider sustainability; some of these sites may be gone before the next round of exams.

MULTIMODAL NOTES

Note-taking is unquestionable an important skill, and good lecture notes can mean the difference between success and failure.  For many students, however, the writing process requires so much mental energy that they completely miss the classroom discussion.  Fortunately, tools like OneNote and DyKnow can help capture what is being seen and heard.

OneNote

As an electronic notebook, Microsoft’s OneNote offers several advantage over traditional pencil and paper:

• Notes may be typed and/or handwritten
• Page elements (e.g. notes, images, etc) can easily be repositioned and resized
• Numerous options for pens, highlighters, and page lines
• Copy/paste from the Web includes the URL
• Notes can be searched whether typed or inked
• All resources for all classes are in one location

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While our Tablet students are generally quite comfortable using OneNote, many don’t realize that it also allows them to record and embed audio and video.  With an external microphone or webcam, the audio/video for a class can be captured and saved inside the lecture notes.  While it isn’t feasible to expect that all students will utilize this feature every day, it can be highly effective for auditory learners and/or those who struggle with listening while writing.

DyKnow

Many teachers use DyKnow to present material and make learning more interactive.  While OneNote places responsibility for audio/video recording on individual students, DyKnow offers teachers the option of recording their lecture for the entire class using the Audio Recorder feature.

Audio Recorder allows teachers to capture and synchronize audio with navigation and objects inside a DyKnow notebook.  The teacher can start or mute audio at any time during class, and the audio will be saved with the notebook for later review. It’s worth noting that the ink/text of each page (panel) in a DyKnow notebook can also be replayed, enabling students to see their notes recreated line-by-line.

HELPING STUDENTS LEARN

Ashley’s presentation provided a framework that flashcards, graphic organizers, and multimodal notes can support.  For any of these tools and techniques to be effective, however, students (1) must be made aware of them and (2) be taught how to use them.  As we begin the new trimester, I would encouage all of us to be mindful of how we can incorporate these ideas into the classroom; I’m sure our students will appreciate it.

Created by Mark Russinovich, ZoomIt enables users to zoom in on an area of the screen, move around while zoomed, and draw on the zoomed image.  The program is very simple to use and includes a number of options, including different pen and text colors, drawing tools, and hotkey customization:

Even if you don’t have need for magnification, the ability to annotate the screen can make presentations more effective and help keep students engaged.  As such, I highly recommend giving ZoomIt a try; it’s free, easy, and works with all version of Windows.

More than a simple note-taking tool, DyKnow consists of two distinct components; Vision and Monitor.  DyKnow Vision fosters interaction and engagement in the classroom.  As described on their website, Vision allows teachers to:

• Instantly transmit prepared or extemporaneous content to student computers for annotation
• Spark discussion by broadcasting a student’s screen
• Empower students to lead class and share work from their seats
• Poll students to quickly assess understanding and receiving immediate feedback
• Save class notes and audio recording on a central server where students can access and replay them anytime, anywhere

DyKnow Monitor is a management tool that helps teachers maintain control in a digital environment.  DyKnow’s website highlights some of Monitor’s many features:

• View thumbnail images of student screens
• Block non-curricular applications and URLs
• Lock the keyboards and mice on specific computers
• Take remote control of a student’s workstation
• Monitor lab or mobile computers using class rosters, computer locations, or both
• Reduce administrative requirements while allowing hundreds of computers to be monitored in wired and wireless environments

This summer, DyKnow completely updated their user interface to give it a more “Office 2007-like” feel and the learning curve for utilizing Vision and Monitor is very gentle.  Courses are pre-populated, log-in credentials are consistent with other school applications, and notebook are saved to our webserver.  Anyone comfortable with the Tablet PC can start creating content within minutes and PowerPoint users can import existing work with one mouse-click.  From the student perspective, learning to use DyKnow only takes a few minutes; it is truly a user-friendly application.

The ability to change the lecture/note-taking enviroment from “human photocopying” into human dialog, the formative assessment capabilities of Vision, and the management features of Monitor make DyKnow a “must try” for anyone involved in our 1:1 Tablet program.   If you missed the training sessions this summer and/or would like more information, please check out the DyKnow overview video and let me know when you’d like to give it a try in your classroom.  I think you’ll find the experience will be of great benefit to you and your students.

Although Interact is a full featured elearning platform something akin to Moodle, at this point we are utilizing it solely for collecting and returning student work.  Of the many options available, we selected Interact because it is simple, secure, and being web-based, will even work for teachers and students who aren’t part of the 1:1 program.

Document exchange through Interact is similar to working with e-mail attachments but with a few major advantages.  First, when students upload homework to their Interact course(s), they have a time-stamped, electronic record (and copy) of their submitted assignments; no worries about lost e-mails or missing attachments.  When teachers are ready to begin grading, student work for each course can be downloaded en masse as a zip file; one “save as” collects all the students’ assigments.  When the individual documents are opened and inked (i.e. graded), the student’s name is automatically appended to the file name; no worries about keeping track of what belongs to whom.

Getting started with Interact only takes a few minutes and ultimately will save time and materials as we move toward an efficient, paperless environment.  For more information, you can follow this simple tutorial or contact me for further assistance.

iFolder: Backup and Remote Access

Remote access and data backup are two of the most important issues in any mobile environment.  Network shares, drive mapping, and VPN can be cumbersome, however, and systems that don’t work smoothly won’t get used.  Novell’s iFolder system offers an elegant, free alternative.  As described on their website, “iFolder is a simple and secure storage solution that can increase your productivity by enabling you to back up, access and manage your personal files-from anywhere, at any time. Once you have installed iFolder, you simply save your files locally-as you have always done-and iFolder automatically updates the files on a network server and delivers them to the other machines you use.”

Once configured, any local folder can be converted to an iFolder.  Fom this point, there is no learning curve; users simply work with their files and synchronization occurs automatically.  Unlike some backup solutions, iFolder only syncs the data that has been changed, and users can create and share folders with each other.  If disaster should strike and a computer needs to be reimaged/replaced, the iFolder data will download to the new machine upon startup (having experienced this myself, I must say the process couldn’t be any easier).

It Only Works If You Use It

Although iFolder is a nearly fool-proof system that even our youngest students can use, it only works when files are saved in the correct location.  As we migrate to this new tool, we must remind our students (and ourselves) to put data where it belongs.  Losing important files is a hard lesson that nobody needs to learn!