The 1:1 experiment is testing my abilities to come up with good, useful questions. It's also allowing me to make some fantastic connections to everything...
The students have gotten into the habit of using the computers to answer the "quick" questions I'd usually throw out - "Who can remember the acceleration due to gravity" or "Do the conversion between kilometers and decameters". The danger of course is that these are things they will have to know on a test, so while the computers have certainly made the class go faster, I have warned them about the possibilities of them not actually learning this material.
The larger picture, as I keep coming back to, is - do I care that they "learn" the conversion? Yes, if you read back in posts, I really do care - I think that knowledge is important and memorizing, working with and regurgitating information has it's place in education. Thus, while the computers have helped, we'll see what ends up happening.
On another Google note - I'm loving the ability to have them turn in their assignments without email. Having it just appear in my Google Drive is excellent and really saves me having to wade through masses of email.
Thursday, October 4, 2012
Wednesday, September 26, 2012
Socrative
I've fallen in love with Socrative. It's a great tool, especially in a 1:1 environment. Essentially, it replaces the clickers that schools used to (still?) spend a ton of money on.
I create my class - and I can name my room anything I like (go to Profile->Change Room Number and you can type words too). It's great, my students know how to find me, and no login is required.
Students log into my room and I can fire questions anytime I like - I tend to make them up as I go, or I build them into my slides. It's very quick - press a button, they get a multiple choice or true/false prompt, and off we go.
It's not supposed to be for summative assessment - I can make strong arguments against multiple choice (or tests in general) as an assessment tool. What it is excellent for is the ability to quickly assess where my learners are - "did they get it?".
"The crest of the wave is a), b), c), d)". Bam - 20 seconds and I know if they understood the diagram I just put up :)
The challenge comes in deciding what number is okay to move on - in my class of 11 Physics students, for example, anything less than 9 right and I'll go back. But what about those two who didn't get it, and I moved on? I struggle with how to best support them - I try and go back after the lecture portion, during an activity or homework time, but don't always remember the exact issues they had.
Thus, while I love the tool, I'm going to have to figure out how to not leave anyone behind.
I create my class - and I can name my room anything I like (go to Profile->Change Room Number and you can type words too). It's great, my students know how to find me, and no login is required.
Students log into my room and I can fire questions anytime I like - I tend to make them up as I go, or I build them into my slides. It's very quick - press a button, they get a multiple choice or true/false prompt, and off we go.
It's not supposed to be for summative assessment - I can make strong arguments against multiple choice (or tests in general) as an assessment tool. What it is excellent for is the ability to quickly assess where my learners are - "did they get it?".
"The crest of the wave is a), b), c), d)". Bam - 20 seconds and I know if they understood the diagram I just put up :)
The challenge comes in deciding what number is okay to move on - in my class of 11 Physics students, for example, anything less than 9 right and I'll go back. But what about those two who didn't get it, and I moved on? I struggle with how to best support them - I try and go back after the lecture portion, during an activity or homework time, but don't always remember the exact issues they had.
Thus, while I love the tool, I'm going to have to figure out how to not leave anyone behind.
Wednesday, September 19, 2012
1:1 Physics - Note Taking with Google Docs
It's been a week and I'm pretty happy thus far with the 1:1 iMacs in class. If I had to guess, I would suggest they get used 35-45% of a class, which I'm okay with.
The first use for these machines over the week, and in the future, has been taking notes using Google Docs. I like that I can create a "fill in the blanks" style spreadsheet and have the students create their own copy to add to.
Now, before everyone on the internet tells me that this isn't the way to teach and I'm not using technology effectively - I agree. I agree, I'd like to do this all very differently, however, because of my location and the external factors I mentioned, that's not going to be possible this year. Therefore, I'll be using the machines to the best of my ability within the confines of my requirements.
A couple of students have discovered that after the "formal" notes, when we're working on problems or having a more free-wheeling discussion, they can continue to use Google Docs to share their thoughts with each other. It's working pretty well - they're strong students, which means they can both contribute to the problem, so I'm fine with it at this point.
Overall - a week in, I'm happy with the uses. I'll post in a bit about some of the other things we've been doing.
The first use for these machines over the week, and in the future, has been taking notes using Google Docs. I like that I can create a "fill in the blanks" style spreadsheet and have the students create their own copy to add to.
Now, before everyone on the internet tells me that this isn't the way to teach and I'm not using technology effectively - I agree. I agree, I'd like to do this all very differently, however, because of my location and the external factors I mentioned, that's not going to be possible this year. Therefore, I'll be using the machines to the best of my ability within the confines of my requirements.
A couple of students have discovered that after the "formal" notes, when we're working on problems or having a more free-wheeling discussion, they can continue to use Google Docs to share their thoughts with each other. It's working pretty well - they're strong students, which means they can both contribute to the problem, so I'm fine with it at this point.
Overall - a week in, I'm happy with the uses. I'll post in a bit about some of the other things we've been doing.
Wednesday, September 12, 2012
1:1 Physics - An Adventure
I was able to get complete access to my Maclab for my physics 11 class this year. This is going to be a bit of an adventure in figuring out if a) desktops are going to work like laptops, b) laptops are going to be helpful at all, and c) if I wish I had something else instead!
All the reading I've done says that these computers should be helpful in class. I promote them to my colleagues in my position as academic tech coordinator, so it's about time to walk-the-walk.
A bit of an overview, and then in subsequent posts I'll talk about some of the specific uses.
We're going to be using Google Apps for Education to share documents and collaborate amongst ourselves. I anticipate, in addition to using Google Apps on a regular basis, to be using some various web resources with these computers.
My concern, and we'll see if this manifests, is that because of external requirements such as curriculum, "preparing them for the future", and overal "academic rigor", I wont be able to focus as much as I'd like on these machines. We'll see!
All the reading I've done says that these computers should be helpful in class. I promote them to my colleagues in my position as academic tech coordinator, so it's about time to walk-the-walk.
A bit of an overview, and then in subsequent posts I'll talk about some of the specific uses.
We're going to be using Google Apps for Education to share documents and collaborate amongst ourselves. I anticipate, in addition to using Google Apps on a regular basis, to be using some various web resources with these computers.
My concern, and we'll see if this manifests, is that because of external requirements such as curriculum, "preparing them for the future", and overal "academic rigor", I wont be able to focus as much as I'd like on these machines. We'll see!
Thursday, September 6, 2012
1:1 Science 8
I'll be using a PC lab as a home base to teach Science 8 this year. It should be an interesting experience - essentially it will be as if students have laptops, save for the added mobility of an actual laptop. I'm looking forward to having the ability for students to quickly find information, as well as some transitions between digital and non-digital activities.
A few possible concerns:
1. How much time will it take to "get started"? I'll be using a few tools (Google Docs being my home base) and it will be interesting to see if these "digital natives" are able to pick up on the various tools.
2. How am I going to structure my class to ensure that more than just "fun" happens. My biggest concern with this whole experiment (and Physics 11, which I'll touch on in another post) is the challenge of providing academic struggle for my students. It's all well and good that they look at some videos and make some colourful Prezi's or Glogs or whatnot. It's harder to ensure that there is a level of academic challenge for them.
3. How badly am I going to kill our network :) 20 students on some of the various websites will be an interesting challenge for our wired network. It's amazing how much bandwidth these sites will take if you let them - and we don't really have a choice but to let them. Sadly, unlike some of the better coded pages (YouTube, for example), Glogster, Animoto, etc will all steal as much bandwidth as you have. I credit this to be because the developers believe they are targeting an audience made up of home users with a single connection, and one or two computers.
Thus, we'll see how it all goes - I'll keep you posted!
A few possible concerns:
1. How much time will it take to "get started"? I'll be using a few tools (Google Docs being my home base) and it will be interesting to see if these "digital natives" are able to pick up on the various tools.
2. How am I going to structure my class to ensure that more than just "fun" happens. My biggest concern with this whole experiment (and Physics 11, which I'll touch on in another post) is the challenge of providing academic struggle for my students. It's all well and good that they look at some videos and make some colourful Prezi's or Glogs or whatnot. It's harder to ensure that there is a level of academic challenge for them.
3. How badly am I going to kill our network :) 20 students on some of the various websites will be an interesting challenge for our wired network. It's amazing how much bandwidth these sites will take if you let them - and we don't really have a choice but to let them. Sadly, unlike some of the better coded pages (YouTube, for example), Glogster, Animoto, etc will all steal as much bandwidth as you have. I credit this to be because the developers believe they are targeting an audience made up of home users with a single connection, and one or two computers.
Thus, we'll see how it all goes - I'll keep you posted!
Saturday, September 1, 2012
A Post a Week
I've been pretty bad at this "blogging" thing. Part of that is because of the environment I work in - I'm concerned about speaking ill of students, learning, workplace, etc. It's a different world in a private school and I'm very aware of how my words can be viewed.
Another part is the feeling like I'm repeating myself - I'm on Twitter a lot and because I see so much, and read so much, I make the (false) assumption that everyone already knows what I'm talking about - indeed, someone has probably already made a post on the exact topic I'll be writing about.
What I have to remember, however, is that you stumbled on MY blog, and thus, are interested in both my ideas, and perspective. If you want another idea, or a similar idea in a different blog, off you go!
Thus, I'm going to try and do a post a week. Perhaps...
We'll see!
Another part is the feeling like I'm repeating myself - I'm on Twitter a lot and because I see so much, and read so much, I make the (false) assumption that everyone already knows what I'm talking about - indeed, someone has probably already made a post on the exact topic I'll be writing about.
What I have to remember, however, is that you stumbled on MY blog, and thus, are interested in both my ideas, and perspective. If you want another idea, or a similar idea in a different blog, off you go!
Thus, I'm going to try and do a post a week. Perhaps...
We'll see!
Tuesday, May 22, 2012
Grade 8 Perfect Learning Spaces
We have just finished one of our three "project weeks" here at QMS. These are weeks where regular classes are suspended and the students participate in a week long discovery project.
This week the students were designing and building their "perfect learning environment".
A bit of background:
A few months ago we asked everyone in the middle school (Grades 6-9) to draw their perfect learning environment. There was little direction provided, intentionally - we were interested in seeing what everyone came up with.
The grade 9 students then took these drawings and, for a math class on graphing and statistics, analyzed and graphed the data. They took various structures (water, trees, natural light got put into a nature category, couches and beanbag chairs for comfortable seating) and put them into categories which were then graphed by a different group.
This data was presented, and passed on to, our Grade 8 students. Their task was to take everything and, using the data, create a scale drawing and a model of their (or the middle school's) ideal learning environment.
They then had the opportunity to present their work to the board of directors building committee who are looking into our new middle years building - a fantastic, realistic learning opportunity.
Below are their creations!
A front view of an indoor/outdoor space. The area in the middle is glassed in and, if there was a roof, would be open to the elements. Also note the group tables and very comfortable seating - couches, covered benches, etc. Finally, there is a fish tank in the corner.
Top view of the above.
Scale drawing of the above. 1 square equals half a meter.
A "semi traditional" classroom with iPads on every desk and a classed in "fish floor" down the middle. Beanbag chairs and a carpet provide a relaxing area for students to collaborate.
A learning commons with an indoor/outdoor area and lots of comfortable seating. Tables and chairs are spread out around the room to allow for flexible groups with lots of storage space along the sides.
Scale drawing of the above.
A "semi traditional" classroom with beanbag chairs instead of the hard plastic ones an lots of nature - a fish tank in one corner and a pond in the other. Comfortable seating can be seen as a theme across most of these creations!
A music and theater room. The scale is quite small, but the room is designed to accommodate a full chamber orchestra. Sound proof practice rooms are on one end with storage and a teacher area on the other. The large central area has seating for the band or risers for the choir.
Overall, a very, very successful project - the students engaged with the mathematics and language requirements of presenting their information. The fine arts teacher was thrilled with their sense of engagement in the building process.
I intend to do this again, with a few modifications, but am very pleased with the results!
This week the students were designing and building their "perfect learning environment".
A bit of background:
A few months ago we asked everyone in the middle school (Grades 6-9) to draw their perfect learning environment. There was little direction provided, intentionally - we were interested in seeing what everyone came up with.
The grade 9 students then took these drawings and, for a math class on graphing and statistics, analyzed and graphed the data. They took various structures (water, trees, natural light got put into a nature category, couches and beanbag chairs for comfortable seating) and put them into categories which were then graphed by a different group.
This data was presented, and passed on to, our Grade 8 students. Their task was to take everything and, using the data, create a scale drawing and a model of their (or the middle school's) ideal learning environment.
They then had the opportunity to present their work to the board of directors building committee who are looking into our new middle years building - a fantastic, realistic learning opportunity.
Below are their creations!
A front view of an indoor/outdoor space. The area in the middle is glassed in and, if there was a roof, would be open to the elements. Also note the group tables and very comfortable seating - couches, covered benches, etc. Finally, there is a fish tank in the corner.
Scale drawing of the above. 1 square equals half a meter.
A "semi traditional" classroom with iPads on every desk and a classed in "fish floor" down the middle. Beanbag chairs and a carpet provide a relaxing area for students to collaborate.
Scale drawing of the above.
Overall, a very, very successful project - the students engaged with the mathematics and language requirements of presenting their information. The fine arts teacher was thrilled with their sense of engagement in the building process.
I intend to do this again, with a few modifications, but am very pleased with the results!
Subscribe to:
Posts (Atom)