Saving time is the number one priority in most teachers’ minds. If we can save a few clicks on a task we do repeatedly throughout the day, and you multiple that by 180-190 days, that’s a lot of time saved. As a teacher and incurable efficiency seeker, I turn to Google Chrome for extensions for time saving opportunities. There are plenty of extensions upon which, as an educator, I have become completely dependent. Here are my top 5:
- Talk & Comment (leave a digital audio comment anywhere)
- Print Friendly & PDF
- Google Docs Quick Create
Read on for details and steps for success!
UPDATE: Screencastify just added the MOST AWESOME features, so I had to move it into the #1 spot for increasing productivity and time saving! More to come on Screencastify additions in another blog. Stay tuned!
#1 Time Saving and Productivity Extension: Screencastify
My top teacher extension is Screencastify. As the name implies, this extension enables screencasting from your device. The power of this extension is in the speedy way you can record a mini-lesson for students to watch either remotely or in person at a station. Once recorded, these mini-lessons can be shared with other teachers, and if you divide and conquer, just think how much time you would save! 🤩🤩🤩
This extension automatically saves all videos you create to your Google Drive and has export options for animated GIFs and mp4 for iPad viewing. It has automatic upload-to YouTube or Google Classroom features, so you can begin building your training library right from this extension.
Microsoft Districts Can Use It, Too
If you are a Microsoft District, you can still create videos in a free @gmail.com account and share the link from your Drive. You don’t have to worry about YouTube being blocked when you host the video in your Google Drive. Teachers can also download the video and upload it to OneDrive or any LMS you use such as OTUS, Schoology, Canvas, Teams, etc.
The Free Version is AWESOME!
As you can see in this screenshot, the free version of Screencastify offers up to 5 minutes of video with an unlimited number of videos. This is ideal because most recommendations for training video length supports less than 5 minutes. That might force some of us to be more concise, and that’s a good thing.
Screencastify offers browser tab, desktop, and webcam shots. It also allows your webcam shot to float over your screenshot with the ability to move it around, close it, and open it at will. There are drawing tools for easy screen labeling and annotation, and it’s just an all around powerful tool for teachers and students alike.
There is also a vibrant editor within Screencastify for all free and premium users. The editor has tools to cut, crop, zoom, blur, and add text to your video. I use Screencastify for all of my training videos. For under $50/year, I went premium because the ROI (return on investment) is worth it for me. If I were still in the classroom, I’m pretty sure I’d stick with free.
UPDATE: Screencastify has added embedded questions in your videos for student engagement and tracking for formative assessment. Check back for a full blog and video showing the new features.
#2 Teacher and Student Extension: Talk & Comment
With the onset of personalized and self-paced, asynchronous learning, teachers and students have a need to communicate asynchronously. Remote learning maybe seemed like a novelty in the beginning, but it quickly led to text fatigue, and some early or struggling readers and writers were at a loss. I also can’t even begin to think how hard it must be for the Pre-K – 2 teachers to teach and assess reading skills!
Talk & Comment to the rescue! Talk & Comment is Chrome extension that enables teachers and students to click the microphone icon, record an audio file, click a button to auto-copy the link, and paste it anywhere pasting is possible. The most popular place to place it is in any Google app comment. When you do this, it pastes as an actual audio file that is click-and-play no matter whether you are in Docs, Sheets, Slides, or Classroom. However, when outside Google, it pastes the link anywhere, and the user need only click the link to hear the audio file.
Think about how easy feedback and collaboration can be for all learners with this new handy tool. It can be used as an asynchronous conversation tool.
How to Use the Extension
Step 1: install the extension.
Step 2: click the microphone icon on the right edge of your Chrome browser to begin the recording.
Step 3: click the green check on the pop-out toolbar to stop the recording
Step 4: listen to the recording before sharing it
Step 5: the link automatically copies to your clipboard, so all you have to do is paste it (control + v or right click and choose copy). Even the littles can handle this.
Step 6: Paste your link.
- When you paste it in a non-comment area, it looks like this:
- https://talkandcomment.com/p/018b4799c8b15e54c0d80aa3 (voice note)
- When you paste it in a Google comment, this is what it looks like:
Notes to Know:
- This extension does not save the audio file indefinitely. Each file is saved for 90 days.
- Only use this extension for temporary notes.
- For permanent audio files for student portfolios and such, I recommend vocaroo.com.
How concerned are you by the ads that show up on websites that you want to share with your students? Because you cannot predict what will show up, there is always the chance that something inappropriate or just distracting will pop up.
Are you tired of creating lessons with links to sites that change or are broken over time? Well, struggle no more. In just a few clicks, this super friendly teacher extension turns any webpage into a PDF with full credit to the source and without any of the ads. You can download the PDF and share it out with students via a hyperlink in any file or LMS you choose.
How’s that for time saving?
How to Use the Extension
Step 1: Install the Print Friendly & PDF extension HERE.
Step 2: Go to the website you want your students to read.
Step 3: Click the Print Friendly & PDF extension
Step 4: Use the top toolbar to …
- Modify text size
- Modify picture size
- Undo actions
Step 5: Use the yellow highlight over sections to delete parts you don’t want.
Step 6: Use the top toolbar to choose which format you want to export it in: PDF, print, email.
Step 7: Follow each format’s respective directions.
Voila! You have a lesson in an instant! Students can annotate this document easily using the next extension on the list. Check out #4: Kami PDF Annotator.
This Chrome extension just might end up being the number one time saving productivity extension for teachers and students. It turns any digital PFD into an annotatable document. The free version is robust enough to meet your basic needs, and the paid version is off-the-charts useful.
Kami functions seamlessly with Google Drive, OneDrive, and your hard drive. The free tools include highlight, comments, and text boxes as well as free draw, shapes, and eraser. If you saved a webpage as a PDF with Print Friendly & PDF above, Kami gives the students the tools they need to annotate and mark it up. Also, worksheets that you scan as a PDF can now be completed digitally. I don’t condone all worksheets on devices, but worksheets do have a place for practice and review, so don’t throw the baby out with the bath water, right?
For students to be able to use Kami, each would have to have the extension installed. If you have a Google console, these can usually be pushed out and installed by your IT Department saving you the time and effort. If not, check out this video showing parents how to install the extension.
If you or your school does decide to purchase the paid version, you get a dictionary, text to speech, equations tools, images insert, and digital signature features. They are always improving, so check out their website at kamiapp.com.
With two clicks, Google Docs Quick Create lets you create a new, blank file for the following apps: Docs, Sheets, Slides, Drawings, and Forms in a new tab! It is a time saver and doesn’t create it over existing work on an open tab. It opens a new tab for you AND starts a new blank file! It shrinks 4 steps into 2 and stops you from starting a new file over an existing tab.
Without this extension, you have4 steps to get a new, blank file:
- click a new tab,
- go to your apps launcher (waffle),
- locate the app you need,
- click on it,
With this extension, you have two steps to get a new, blank file:
- click the extension
- choose your app.
Done! Just like that. This app works great for teachers and students alike, so share it with your students to save them time as well.
With your school or district approval, consider sharing these extensions with your students to empower them to create freely and professionally! As a Google district, your IT Department can add the extensions across the board remotely, so the students and teachers don’t have to jump through hoops to install the extension. (Another time saver for everyone!)
So that’s it for my top 5 time saving extensions for teachers. Please, use the comments section below to share your top power extension for teachers. Let me know what you think of the extensions on my list, and share your successes or failures with us. If your teachers or admins could use some remote or on-site training for increased efficiency, check out our Google training opportunities.
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.
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.
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.
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.