Inspired Writing: 5th Graders that have Gone Google by Dan Maas of Littleton Public Schools
- Link to presentation
- The best 21st century learning tool is a good teacher.
- Learning In the Cloud - book compared 1:1 programs with Little Public Schools
- Little Public School invested in the teachers and got results
- Inspired Writing project has shown growth where other programs have not.
- What are some of the components of the Inspired Writing program that causes this improvement?
- Students are now blogging about what they wrote. Students are motivated to write for the wider audience and comments from other students.
- The students who are writing in their journal tend to not write as much as those that write on their blog or Google Apps because the audience is so much larger.
- The computer has no bottom of the page.
- Here is an article in "The Journal" where LPS program is highlighted: http://thejournal.com/articles/2012/03/07/building-21st-century-writers.aspx
- So "Journal Time" means getting out the laptop or netbook and blogging.
- Cluster Maps are a huge piece for motivation because they show the kids that people all over the world are reading their blogs.
- LPS had a goal of improved writing. The chose to implement the 1:1 program with the focus of measuring success usuing writing scores.
- They also use the comment feature of Google Docs to allow the student to figure out how their writing can improve vs a red pen mark showing the correction in paper/pencil writing.
- Full names are not used.
- Many of our grades at my school are doing some creative thing with Google Docs. The presentation highlighted an activity where a slide show was created by students, note taking done by students, test created by students (google forms), grading done by students, grade recording done by students (google spreadsheet). We have done very similar activites. Feels good:)
- Research tool in Google really simplifies adding images. Even allows you to add footnote that credits images at the same time!! Amazing! - must use this quickly!!!! First lesson!
- Teacher uses revision history to check that all students are working on the document.
- TPaCk: Argues that 21st century learning happens when you bring your content and pedagogy with technology. http://randysresources.wikispaces.com/TPACK
- LPS 1:1. Use Linux netbooks. About $275. Some are 4 years old and batteries. They do not go home but stay on a cart. They have a reboot/reimage keystroke that will reimage. IT only touches the machine if it physically breaks. The network is an open network. He has 3 techs that support 13,000 devices??? How does he do it?
- LPS is now using Discovery Education text books.
- Why Google? More portability than hardware.
- They moved RTI from targeting a few students to all students in the building using Google Docs. Notes taken on every student every Friday.
- Students don't necessarily learn keyboarding. They do have the philosophy that students will learn to type in the way that best suits them.
This was a very powerful session for me. It is apparent from the work at LPS that putting technology in students' hands can have a significant impact on outcome. It is also apparent that sound pedagogy must accompany the technology. I plan to use the study and resources to motivate my staff to strive to integrate 21st century writing activities into their lesssons. I will plan my first few rotations for my 5th and 6th graders to create a Blogger blog (since I have learned at this conference that we now have Blogger!). My principal has revealed that a long-term goal for our school will be to move to a 1:1 environment. This session has served as a strong motivator and amazing resource to emmulate the great things done at LPS.
Powerful Collaborative Tools with Google Docs by Michael Wacker
- School should no longer be defined by four walls.
- Google docs is cloud based
- 50 is the number of users who can edit a doc at the same time with full functionality.
- Only 200 views at a given time.
- Layered permissions provide safeguard for teachers and students.
- Don't forget about Publishing to Web and choosing automatically republish.
- You can also share collections where everything in the folder is shared. You can have folders inside of folders.
- Discussions are different from comments. Think of how to use each of them pedagocially.
- Revision history allows you to see history of the edited document.
- insert menu to Image and now YOU CAN SEARCH DIRECTLY FROM THE WINDOW! YAY! The images are labled for reuse and can be used as desired (but not for profit).
- Insert menu to Equation toolbar.
- Google Takeout by Data Liberation- Allows you to take out anything you have can be "yours again".
- Bookmark links are powerful ways to make long documents more managable.
- Table of Contents uses the Insert to Headings to create the table. Great ways to organize a big doc.
- Tools to Research. The BEST ADDITION EVER! You can research information, images, etc. IF added to the document, it is cited for you!!!
- Even a translate feature for the document.
- When using the Insert to Comment, if you begin the comment with "@", the feature will EMAIL the user addressed after the "@". Wow!!
I learned a number of tips and tricks that help me to be a more efficient user and instructor of Google Apps. Probably the most significant thing I learned for my students was the "Research" tool in Google Docs. What a great feature to help them learn about digital citizenship and citations as well as make the research process more efficient.
Google Apps and Writing by Kim McMonagle
- Stick Pick App
- This document takes you through ways the Google can walk a student through "Brainstorm-->Rough Draft-->Edit-->Revise"
- Again hearing that comments should be used to give suggestions and NOT fix it for the student. Be careful of "Resolve" comment. Might want to keep that record so you know the student fixed it.
- Can use Google forms for reflection.
- Have students write the rubric with you to determine what a rubric should look like.
- By showing the students each other's writing with a Google form, they can now see what that detial means by looking at other students examples. Students are motivated to write before their classmates and adding unique ideas before others.
- Use a Google form by adding an article into the form and having students read it and then form fields below to reflect on the article.
This session was a perfect fit for meeting the needs of our school. Our school goals are focused on improving writing. Specifically, our goal is focused on "short constructed response". This session truly helped me refocus on the writing process and how this relates to the tools I will use with my students all year, as well as the tools I will teach our teachers to use with students. I feel that all the ideas from this session can help students write a well formed short constructed response in a 21st century environment.
Google Drive: From Neutral to Warp Speed
- Writing in Google really helps the writing process because the collaborative piece allows you to work with students throughout the writing process. Feedback can be given throughout the creation of the piece.
- You can take a picture in documents by Insert Menu to Picture and "take a snapshot"
- Use the pictures in the Insert to Image Life options as writing prompts
- In Google Drive - go to Create --> More --> get more apps. So many opportunities!
- Google Drive Apps - the apps follow the user profile. They have to log into Chrome to see the apps.
- WeVideo app is free video editing. Still simplistic but getting better. There are some cool animations. WeVideo creates a folder for projects in my Drive.
- PicMonkey picture editing.
This session more for the geek in me than the teacher. There were some fun apps and uses for Chrome and Google apps that I will use and teach others to use. It is difficult for me to teach how to customize Chrome to students since we use technology in a mostly shared environment. Sessions such as these are great ways for us to see the big picture and better understand what may or may not work in our environment.