7 Steps to Stronger Student Collaboration Activities

by Eileen Fernandez-Parker | Nov 5, 2017 | 0 comments

If you are trying to encourage collaboration in your classroom and are having trouble, read on. You will see 7 steps that will help you build stronger student collaborators in collaboration activities.

What’s All the Hubbub?

Why is collaboration such a big deal all of a sudden? Everybody wants to collaborate: songwriters, businesses, school districts, teachers, and now students. What is it, and what, if anything, is its importance?

Well, as it turns out, collaboration boosts creativity and thinking. Teamwork works for big jobs and also for small jobs.

According to P21.org,

“The ability to work in teams is one of the most sought-after skills among new hires, yet research suggests that students may not be graduating with the level of skills needed to succeed on the job.”

That’s reason enough for me to start incorporating collaboration into my classes to allow my students the opportunity to practice and attain those collaboration skills.

New Information

For two years, I encouraged collaboration in all of the classes with which I worked. After awhile, I started to wonder whether all the work to set up collaboration was really that important. Then I was present for a presentation by Anthony Kim of Ed Elements. In that presentation, Kim shared some data with us from John Hattie’s Visible Learning. What caught my attention and subsequent dedication to collaboration is the graphic below.

John Hattie's Visible Learning Growth Chart

Taken with permission from Anthony Kim’s presentation. @anthonx

In it, Hattie shows that 0.40 is the effect size for one year’s growth. The highest growth effect comes as a result of … you guessed it, peer collaboration and discussion coming in at a whopping 0.82!

That means that, according to Hattie, peer collaboration and discussion result in students learning more than twice what they would learn in a traditional classroom with a traditional teacher. Even more than differentiation and immediate feedback.

That’s worth restating. Peer collaboration and discussion result in students learning twice what they would learn in a normal year’s growth.

Whoa! That’s amazing! With growth like that, we should all be collaborating and discussing all day long, right?

Were We Successful?

Well, my teachers and I worked on collaboration in our classrooms. We learned about, planned out, tried out, and reflected on blended learning station rotation that required a collaboration station. The results were very telling.

At our end-of-the-year meeting we reported out our findings. Of our group, 95% said that the collaboration station was the least successful. Upon reflection, here’s what we surmised: students don’t need just the opportunity to collaborate; they need to be taught how to collaborate well.

How Can We Improve Collaboration?

All summer I thought about why we failed and how we could succeed. I knew there had to be a way to teach students how to collaborate well, and I processed and researched and finally put together this infographic called “7 Steps to Building Student Collaborators” (see right) for teachers to follow as a scaffold for building strong collaborators. As everything else in education, this is a work in progress, so please try it out and send me some feedback to improve it for all who might happen upon it and try it out. Here is a detailed description to help you get started. As it is a progression, feel free to jump in wherever makes the most sense for your students.

Step 1: Begin with open-ended discussion questions for the students to process their thoughts. Google Classroom is a great tool for this because the answers to Classroom discussion questions are hidden until after a student submits his/her answer. No copying, folks. What you see is what you get. Set the settings to allow students to respond. (This allows them to see other’s answers). However, you must go into the Student section and change the rights to “Only teachers can post or comment.” (see graphic) You want this because in step 2 you have to teach your students how to write an appropriate response to a post.

Step 2: Teach students what makes an appropriate, well-written response to a post. To do this, share How-To videos 1 and 2 below and Accountable Talk/Moves charts like the one below that demonstrate well-written responses, and practice, practice, practice. Maybe your students could be empowered to create their own video, blog, vlog, or infographic for others to use.

Step 3: Give students the opportunity to practice using accountable talk (found here and here), and practice responding as a whole group to one another’s posts in Google Classroom. As a modeling exercise, the teacher will type the responses as the students formulate them together. You can start out whole group and move toward small groups formulating responses as one entity. There are plenty of apps to assist you. Socrative allows students to post their answers and then vote on the best one. Google Classroom allows teachers to post a discussion question for group responses with only one person per group submitting a response. A shared Google Doc with a table can be used to share out the final group responses. A shared Google Drawing can be used with post-it note style text boxes for each group to claim and fill. Please know that once is not enough. Students need the opportunity to practice, practice, practice. Once you are confident that students know how to write group responses, change the Google Classroom settings to “Students can post and comment.” This will open up discussion questions for peer response. Once you feel confident that students understand the phraseology in writing, you need to transition to verbal responses.

Step 4: Move to an on-the-spot, think-fast, response system that requires accountable talk or sentence starters. Socratic seminars are just the activity for this. If you are not familiar with Socratic seminars, they are basically student-led discussions with the requirement that everyone has to contribute something to the discussion. The teacher is responsible for formulating questions that are open-ended and draw out student interpretations that should then be supported with text or some other data. Great Book, Junior Great Book Shared Inquiry discussions, and Fishbowl discussions are similar to a Socratic seminar. It doesn’t matter what system you use as long as students have to piggyback on one another’s responses. This is where the accountable talk comes in. It gives students the phraseology to have civil agreement and disagreement. It also encourages deeper inquiry instead of superficial analysis of a topic.

Step 5: Now that students are becoming comfortable with more academic phrases and sentence starters as a whole group with teacher monitoring, it is time to set them into small groups to monitor themselves. Create simultaneous small groups each with the same task: run your own Socratic seminar or Great Books discussion for shared inquiry. Formulate starter questions as a whole group or as small groups, and then share out before beginning the activity. Formulating questions is a skill that our students could practice more. Scaffold here as needed.

After the activity, debrief and give students time to reflect upon what went well and what could be improved. Practice these small group synchronous discussions a few more times until you and they feel confident that they could monitor themselves completely during a station rotation class period. It’s now time to move toward asynchronous collaboration.

Step 6: Today is the big day! Your students should be better prepared to rotate into a collaborative station without needing your help. This is a huge accomplishment and should be celebrated by you and your students! Your job is to create 3 or more stations: Independent, Collaborative, Teacher Directed. If you are not familiar with Blended Learning Station Rotation, check out Blended Learning Universe through the Christensen Institute.

Step 7: Finally, take time to allow students to reflect on the experience. Debrief with them to get their feedback, so together you can build a better station rotation each time.

Reflection Tools: Journal, blogs, Google Classroom, Google Forms, Think-Pair-Share, ClassKick, Nearpod, Seesaw, Vocaroo, audio recorder, video recorder, Screencastify, etc.

The Power of Feedback

If you are ready to try collaboration with your students, please try out this scaffold and send me some feedback. I’d love to hear about your successes as well as your recommendations for how, together, we can make this process better. It’s all about the collaboration, right?

Here is the infographic in case you’d like to print it out.

The Evolution of an Authentic Activity

by Eileen Fernandez-Parker | May 3, 2017 | 0 comments

Being a teacher can be stressful and time-consuming! When I was in the classroom teaching 4th-graders through 12th-graders, I wanted to make every lesson important and effective. Doing something new was important to me because I bored easily, and my students did, too. I was not the type of teacher who could use the same lesson year after year or even period to period.

Analysis and reflection are important parts of being an effective teacher. Sometimes our lessons are a huge success; other times, our lessons fall short or are complete failures in our eyes. As I completed lessons, I would reflect on what worked and what could be improved, and I applied what I learned as soon as possible.

Why do teachers put so much pressure on themselves to have the perfect lesson on the first go round? The following shows the growth of an activity that was good in its first iteration and grew and improved with each iteration into an amazing, powerful, authentic activity. If you want to grow with the lesson, read on. If you are really only interested in the final project, jump to the third take. Either way, be confident that your lessons can grow and improve with each iteration. As you read along, pay close attention to how real-world involvement and application grow with each iteration.

Authentic Activity: Take 1

Setting the Scene

The teacher is Ms. Heyward. The class is English 4: British Literature, and students are mostly seniors with a few juniors sprinkled in. Paradise Lost by John Milton is the literary work of study. Students will participate in a mock trial to put the characters of Paradise Lost on trial. Students choose which group they want to belong to: 1) characters/actors in the live trial, 2) defense team, 3) prosecution team, and 4) news media. Each group is responsible for knowing his/her role whether it be developing a character from the story or becoming a lawyer or media blogger.

The judge listens as the prosecution questions the witness, God.

This authentic activity includes the trial of Eve for the fall of man.

Eve is sworn in before being questioned regarding her involvement in the fall of man.

Increasing Collaboration

The concept of a legal team was daunting because only one or two lead lawyers were needed. To include all members, each team developed a research team responsible for digging into the text and researching things on the spot. The presence of iPads made using a back channel as a collaboration tool possible; the back channel used was Today’s Meet. The research teams used it to feed questions and information from the story to their team’s lead lawyers to support the questioning and cross-examination of witnesses. Everything occurred in real time, on the spot. You either were prepared or you were not. There were no re-dos.

This authentic activity revolves around the trial of Satan and his involvement in the fall of man.

Satan is cross-examined by an attorney.

This authentic activity involves defense and prosecuting attorneys in a mock trial.

An attorney for the defense returns to his seat after questioning a witness.

To include more students in the process, there were three media teams tasked with reporting and blogging in the style of three major news outlets: NPR, CNN, and Fox. Understanding political bias came into play with a review of powerful propaganda words. A Google Original site was created for each class (see them here: period 1 and period 3) documenting the project.

Student Engagement

In preparing for the mock trial, students knew they had a responsibility to their team. The actors had to know their storyline, the legal teams had to know the characters’ stories inside and out, and the media teams had to cover the events in the room while writing in the style of their specific news outlet. There was not a student in the class whose job did not matter. Engagement was high, and students left the room talking about the experience. The use of an authentic activity raised the level of engagement and understanding.

Authentic Activity: Take 2

Activity Edits

A real judge presides over the authentic mock trial.

Fast forward 2 more semesters. Ms. Heyward saw an opportunity for growth and improvement. In an attempt to make the activity more authentic, she brought in real lawyers to train the students in actual trial proceedings and booked a journalist who recently covered a high-profile trial as a guest speaker to share her insights with the class. Ms. Heyward also booked a real judge to oversee the trial and had 12 adult jurors from the community serve, deliberate, and assign a verdict.

There was much excitement as the trial date approached. Students worked on their teams to prepare. Witness statements were taken, pre-trial hearings were held to determine what will and will not be admissible in court. Arguments were developed. Media teams created their own mock news sites and started blogging.

The Big Day

For this authentic mock trial, a 12-person community jury is sworn in.

The prosecution worked collaboratively to prove guilt.

Each attorney is trained in how to properly address a judge in court.

This authentic activity has a bailiff to swear in each witness.

Finally, the big day arrived. The Media Center was reserved, increasing the feeling of authenticity. A table at the front was reserved for the bailiff, judge, and witness box. The jury sat to the right of the judge with the Defense and Prosecution teams sitting opposite the judge and the news outlet teams behind them. It was very exciting.

Witnesses were sworn in, attorneys stood to address the judge and question witnesses, jury members sat stone-like listening to the proceedings as Eve, Satan, God, the Son of God, and even Sin were called to the stand, sworn in, questioned, and cross-examined. Finally, it was time for the jury to deliberate.

Jury Deliberation

The 12-person jury deliberated in a private room to decide the fates of Satan and Eve.

As one of the jurors, I can tell you we had a tough time agreeing upon a verdict. Assumptions were made and called out, outside information was brought up and disregarded. We had to focus only on what was said in the courtroom. Information we wanted had not been sought by attorneys, so we did not have the information we needed to find both defendants guilty. Upon returning to the courtroom, the jurors stated the verdict, and the judge took one guilty defendant into custody. Before wrapping up, the jurors were asked to share their experiences deliberating over the fates of two people. It was important that the students see and hear the points that jurors disagreed over, questioned, and finally voted on.

Reflection

In debriefing after the activity, Ms. Heyward and I found the following strengths:

Each student fully took ownership in his/her role.
Students showed mastery of the themes of Paradise Lost.
Students gleaned information about our justice system and the roles different people play within that system.
Students collaborated well on teams working toward a common goal.
Some students had increased creativity in developing the backstories for their characters
Some defense and prosecution members increased their creativity as they built arguments to defend or prosecute characters.
Students thought critically about the parameters of our justice system and tried to manipulate it in their favor whenever possible.

We also found the following weakness:

Students were not able to think quickly on the spot. Per the jury, the legal teams’ follow-up questions were weak or non-existent.
Some of the characters did not develop their backstories on the stand leaving gaps in understanding for the jury

Upon reflecting, strengths and weaknesses were identified. In general, the students clearly understood the text and its themes; however, their questioning skills were weak. We surmised that perhaps the final project was too much all at once. Perhaps the students needed more scaffolding along the way to prepare for the culminating project. Our new challenge: to find ways to incorporate similar types of activities throughout the entire curriculum.

Authentic Activity: Take 3

Upon returning from winter break, Ms. Heyward was excited to share with me that she had revamped her entire curriculum to address the issues making “Trial” the theme of her course using British Literature as the content covered. Each unit provided a guest speaker including lawyers from a local college and court reporters from the local CBS news station.

New Curriculum

Unit 1: Composing an Opening Argument
- Content: Pursuit of Happiness
- Students will present themselves to the class in the format of an opening argument
Unit 2: Innocent Until Proven Guilty
- Content: Canterbury Tales
- Witness statement
- Gathering evidence
- Creation of Google websites with character analyses
- Regular blogging as a character
Unit 3: The Art of Argument – Building a Case
- Content: war protests and speeches
- Voices of Protest
- Silent discussion on War
- Socratic Seminar on women’s rights
- Today’s Meet backchannel analysis of Edwin Starr’s song War
- Student analysis of song of their choice
Unit 4: Hearings and Motions – Pretrial Hearings and Motions
- Content: Hamlet
- Refining witness statements
- Witness prep
- Deconstructing trials in teams
- Pre-trial hearing
Unit 5: Closing Arguments
- Content: Beowulf
- Argument of Good vs. Evil
- How to make a strong appeal – rhetorical triangle
- Final product: individual paper
Unit 6: Do We Have a Verdict?
- Content: Paradise Lost
- Full trial proceedings including all skills in units 1-5.

Culmination

The next class to experience the trial will have completed each step once in advance and will be compiling and returning to all of the lessons learned throughout the course: opening arguments, creating witness statements, collecting and analyzing evidence, building a defense, interviewing witnesses, creating follow-up questions, making objections, and addressing the judge.

I’ll be back to share the details of the big trial.

Ms. Heyward and I have already decided for the next iteration we need to transport the students to a real hearing room in the county. We’re not sure we can pull that off, but as my mother always says, “Nothing ventured, nothing gained.”

Just remember you, too, can develop a lesson like this.

Don’t expect to do it all on the first try. Give yourself time and room to grow with the activity. If you take on too much too early you might be more likely to fail or get burned out.

Good luck, and please share your ideas, comments, successes and failures here with the rest of us.

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Authentic Learning – SharkTank Meets UN Grant

by Eileen Fernandez-Parker | Dec 18, 2016 | 0 comments

Improving the World One Grant at a Time

Making English class relevant is not always easy. Knowing how to read, write, and communicate effectively are important life skills; however, this seems to escape teenagers. English class can be made relevant through authentic learning activities and authentic assessments. If you are looking for an authentic learning activity including Sharktank, a United Nations grant, a jury, and a solution to social issues, read on.

Project Structure

Mrs. Collier teaches block scheduled English I classes. This means that she has 3 classes a day for 90 minutes each. For a unit on the rhetorical triangle, Mrs. Collier decided to challenge her students with a problem-based scenario; her students were challenged to present to a panel from the United Nations offering a $4,000,000 grant to support the most innovative product to solve the social problem caused by fast food. Think Shark Tank here. The students were expected to apply their knowledge of the rhetorical triangle and their skills of research, analysis of information, creative problem-solving, and presentation to convince the panel that their team and their product was the most viable and deserving of the $4 million grant.

Student Research

First, students collaborated in groups of three and were tasked to read one chapter in Fast Food Nation dealing with a specific social problem created by fast food. After reading the chapter, students had to research the social problem and come up with a Shark Tank-like product to solve the problem. Next, the students had to create a presentation to try to convince the United Nations Grant Committee that their product most deserves the $4 million grant.

fast_food_safety global_business_effects_on_minorities how_fast_food_affects_earth lower_qualitygreater_profit

Persuasion and the Rhetorical Triangle

The students were tasked with applying the Rhetorical Triangle within their presentation to persuade the United Nations Grant Committee to choose their project idea as the most deserving of the $4 million grant. Having had training in applying logos, ethos, and pathos students were required to utilize all three in their presentations.

United Nations Grant Committee

Authentic Learning Activity: United Nations Panel juries student presentations on solving social issues created by fast food. Then, to make the activity more authentic, Ms. Collier invited
community and district members to judge the presentations over two days. Along with Lainie Berry, the District Director of Innovation and Digital Learning; and Caroline Mullis, a representative of the Coast Community Foundation of SC; I had the honor and thrill of serving on the UN Grant Committee to judge 4 of the 8 projects. The 4 products included a citizen watch-dog project to monitor pollution, a government-led pollution-monitoring system, a machine that detects E.coli in fast food burger meat, and a biodegradable and edible food packaging.

Jury Decision

un_panel_discussion

The Google Slides visual presentations were of varying quality as were the live student presentations. Overall, the 3-person jury was impressed with the level of research and creativity presented by each group. Mrs. Collier provided each jury member a rubric to judge the product, the presentation, and the rhetorical triangle and invited the jury members to ask questions for clarification before making our final decision. We three jury members discussed the strengths and weaknesses of each group, narrowed it down to two, and finally settled on one group to receive the grant. The winner was the biodegradable packaging to slow the pollution in the Arctic Circle.

Authentic Jury Feedback

un_panel_addresses_students

Finally, understanding the power of outside influence, Mrs. Collier invited un_panel_addresses_students3 the 3 jury members to give constructive feedback to the teams. This particular team was powerful because one member is a former high school English teacher, one deals with budgets and deciding longevity of a project, and the third deals with grant applications daily and knows what to look for. The feedback given to the students included standard points about body language, confidence, volume, diction, and eye contact. After that, the jury explained the strengths of each group’s idea. Finally, the jury explained how important it is to cover all of the research thoroughly, and that knowledge of the subject matter is what ultimately gave us the confidence to grant one group $4 million.

un_panel_addresses_students4

Authentic Learning Take-Aways

This experience raised the level of engagement for the students because they had an authentic audience. Mrs. Collier did a fantastic job creating a real-world scenario with a real-world issue. Kudos to her and her students for their hard work and dedication to learning.

If you are interested in creating more authentic experiences for your students, I recommend heading to YouTube for a basic search. We found plenty of examples that served as an outline for what we wanted to do.

If you have participated in authentic activities with your students, please leave a comment to start a discussion. I’d love to hear from you about how things went and what we can learn from one another’s experiences.

Finally, if you enjoyed this post, please subscribe to receive more to your inbox.

Are You Leading by Learning?

by Eileen Fernandez-Parker | Sep 20, 2016 | 0 comments

It’s early Saturday morning, and I am at the stove, my back to my family. My husband reads out the quote on the back of my t-shirt: “Inspire learners to lead.” My 16 year old son, however, immediately sees the irony in the statement and flips the wording: “Inspire leaders to learn.” He’s right. Are you leading by learning?

Turning It On Its Head

Many of the messages being generated in education are about what students and teachers should be doing, and so LITTLE focuses on what the leaders should be doing. All too often, building and district leadership are the least trained in technology, personalized pathways, and new innovative practices that are spreading across more progressive classrooms. Without leadership buy-in, innovation too often goes nowhere.

Many teachers are trying new things, some because they are too young to fear, and others because they are experienced enough to know what they can and cannot get away with. Sadly, the masses are in the middle, worrying about whether they can try something new or recovering from an observation that did not reflect what was really going on in their classroom. How can this happen? Perhaps, the observer was not aware of what to look for.

ISTE Standards are a great place to start. As an international body, the International Society for Technology in Education has a global reach as well as a global view. Of course there are technology standards for students, but there are also technology standards for teachers, technology coaches, and administrators. That’s right! Standards for admins!

ISTE Standards for Administrators

“So, what are these well-hidden standards for administrators,” you ask. Well, here they are in a nutshell:

Visionary leadership: Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization.
Digital age learning culture: Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students.
Excellence in professional practice: Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources.
Systemic improvement: Educational Administrators provide digital age leadership and management to continuously improve the organization through the effective use of information and technology resources.
Digital citizenship: Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture.

ISTE A.3 Excellence in Professional Practice

Standard number 3, Excellence in professional practice is the one I am drawn to. Here is how it breaks down:

a. Allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration
b. Facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology
c. Promote and model effective communication and collaboration among stakeholders using digital age tools
d. Stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning

Wow! How powerful! I have to admit that I have come across a few admins that are succeeding in this standard and its indicators, but all too often, the admins are the last to know about innovation and technology fluency and integration. Well, it’s not that difficult to stay abreast of the latest educational research.

Recommendations for Staying Abreast of Technology in Education

There are so many sources for technology information, and now it’s easier than ever to receive that information. No longer do you have to seek out information; it comes right to your inbox, your Facebook page, your Twitter feed, and your Google page. If you are an admin, and you don’t have one of those four technological connections, it is either time you let your students teach you, or it’s time for you to voluntarily remove yourself from education. Being connected is a great way to understand and connect with your students and faculty.

Email Resources

Many educational websites have newsletters and blogs you can subscribe to. If you aren’t receiving at least two educational resource emails per week, here are some websites I recommend:

Facebook Resources

Most people have a personal FB page, so why not let FB send you educational materials to help you become a better educator? Here are some of my favorites:

Twitter Resources

While I was not a Tweeter a year ago, I am now getting most of my best educational information through Twitter. Twitter is not for wordy people or even full messages. Instead, it is an opportunity to share links to great blogs, tidbits of wisdom, and periodically a funny comment. When you create a Twitter account, do not leave your profile picture as an egg head. Immediately add a saying, a meme, or a photo of yourself to your profile. Choose a few key people to follow. I have given you a few recommendations below. Choose whom you follow carefully, and don’t overdo it. You don’t want to get overwhelmed. Wade in slowly, and if you like it, jump in.

Google Plus Communities and Collections

Google 9-square or 3x3. If you have a gmail account, you can create a Google Plus, G , account. To do this, go to the 9-square in the top right hand corner. See graphic at right. Choose the red circle with G on it. This will take you to your Google Plus account. Set up your profile, and then go to the menu on the right and choose “Collections.” Here, you can engage in dialog with educators, administrators, and innovation leaders around the world. You will receive an email for each posting, and your post will go to every member in that community. This can get overwhelming very quickly, so only choose one or two communities to join at first. Click the JOIN button to become a MEMBER. To leave a group, click the MEMBER button and choose LEAVE.

Here are some recommendations for administrators and educators looking to connect with and learn from innovative educators around the world:

After joining a few Google Communities, check out the Google Collections. These function more like Facebook business pages, so only the owner(s) can post, and you can reply. It is still a great place for resources and getting connected.

As an admin, you have a unique power to make change. Be the voice and catalyst for change. If a teacher comes to you with ideas, research it, and support the teacher. Without administrator and building leadership buy-in, most innovation falls to side.

Share Your Experience or Leave a Comment

If you have an opinion that you would like to share, please leave a comment below. I’d love to get a discussion going.

Moving from Substitution to Modification in SAMR

by Eileen Fernandez-Parker | May 23, 2016 | 1 comment

Previously posted on Monday, May 23, 2016, on Digital Learning Cohorts – CCSD Ed Tech

Today, Señora Stewart’s Spanish I students at West Ashley High School worked on their family naming project on iPads. Without technology it is usually a written project; however, Señora Stewart and I worked to move it from the substitution level of SAMR to modification by including audio recordings, too.

The usual project was to create a poster of their imaginary family tree with photos of their imaginary family members and Spanish naming to go with each one. For example, a student might choose a picture of Johnny Depp as her father, and his picture would be labeled “Mi padre es Johnny Depp.” Without technology, this poster project usually takes two 45 minute periods.

As a member of the CCSD Digital Learning Cohort, Señora Stewart shares a cart of iPads with another cohort member. Wanting to digitize this project, Señora Stewart decided to use the iPads. Using either Keynote or Google Slides, the students were given requirements to create their family tree with the same titles and pictures AND a 2 descriptive sentences in Spanish. At this point, the project is purely substitution/augmentation on the SAMR chart, so Señora Stewart and I worked to add something new to the project.

Because foreign language standards require heavy duty communication activities, we wanted to work in a verbal recording of the presentation. To solve this request, we decided the students could insert their slides into iMovie and then record the words on the slide for each slide. Now, we are at modification in the SAMR model.

On the day of the project launch, I met with 1/3 of the class in a quiet space to teach them how to use iMovie. It took approximately 25 minutes to go over how to personalize a Google Slide show, take and insert a screen shot, add an audio recording, lengthen or shorten the picture to match the recording, add transitions, and more.

Once the training was complete, that first group became the “iMovie Geniuses” for the class. Upon returning to the class, each Genius took on two trainees and trained them on iMovie. The students were not told to stand and teach, but some chose to.

In the end, Señora Stewart’s class doubled its skills assessed because it included both written and spoken Spanish. This type of active assessment moves students from a fun exercise to one that is more challenging because it uses 21st century skills and incorporates the 4 Cs. I am curious to see how class achievements will change as Señora Stewart becomes more confident and comfortable with the iPads and as she progresses in the Digital Learning Cohort in her district. It is time to start collecting data from the students about their interest levels and their skill levels when it comes to Spanish. There is no guarantee that student learning is improving using digital devices, and it is our job to analyze the data and share the results.

If you are interested in collaborating about World Language learning using digital devices, please do not hesitate to contact me directly or leave a comment below.

Grammar and Writing Differentiation

by Eileen Fernandez-Parker | May 8, 2016 | 0 comments

Previously posted in May of 2016 on Digital Learning Cohorts – CCSD Ed Tech

For differentiation in the ELA classroom, No Red Ink is a godsend. Although it has always been available via the noredink.com website, many teachers learned of it through Edmodo as an app. However, it is migrating completely to its website on June 30, 2016. See the company announcement below.

As you may have heard, NoRedInk will no longer integrate with Edmodo starting June 30, 2016. On that date, we will transition your account to the NoRedInk website. Your data and classes will travel with you, and the site will look and behave just as it always has. The only change is that you will begin logging in at noredink.com rather than through an Edmodo app.

On June 30, we will send instructions to this email address. If you’d like to use a different address, please launch the NoRedInk app and go to your settings page. You can learn more about the change here. Also feel free to reach out with questions.

Thanks for all that you do,
The NoRedInk Team

If you haven’t already been using No Red Ink, now is the time to go to their website and set up an account. This app offers grammar practice with parts of speech, sentences, commas, parallel structure, MLA citations and more. This app could take you from 3rd grade through college.

If diagramming sentences did not excite you, try No Red Ink on for size. It just might surprise you.