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Thinglink for parts of the cell

Who? 9th grade Biology Class.

What? In Biology, we focus on the structure of the cell. Students have to memorize the parts of the cell at the beginning of the year, and then we go into detail about various parts (the nucleus, mitochondria, chloroplast, ribosome, etc). However, students often have trouble linking these all together. They don’t realize that the mitochondria in cellular respiration is the same mitochondria they memorized in unit 2.

How? Thinglink is a great visual tool that allows students to take “note” on an image, and add in videos. I think this would be a great tool for students to visually condense all their information toward the end of the unit, or even at the beginning. It will help them integrate the new information they are learning with what they learned previously. During the first unit, I would have them create a thinglink and label each part of the cell. Then, as we learn about each organelle in more detail, they can add videos and slides to their thinglink

https://www.thinglink.com/scene/936084841856761859

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Flip Grid and Pearson Learning Haiku
Who? 9th Grade global History I. Students with limited exposure to discussions of History.
What? I want to engage students in more opportunities to practice their discussion skills during the year. Since a lot of our class time is spent unpacking textbook readings and providing context for students they do not have as much time to spend in discussions with on another. I also want to capture the GOA model of solving a Real Problem or have students discuss a Real World Case Study which will help them to be more engaged in discussions.
How? I like the Flip Grid platform and it is very easy for students to use on their mobile devices which makes it even more appealing to me. On Haiku there is a comment feature that they can use after they have looked at each students' video. One of the more challenging parts of this asynchronous discussion is making Ancient History feel as though it is a real world problem. I am hoping to look at each unit of study and create prompts that connect the ancient world with something students find troubling about the modern world. I think that it is important students don't directly compare events in ancient history to current events however, students could benefit from connecting topics that were relevant in ancient history to topics today. One of the first themes from Facing history is the growth of civilization and what are the challenges of more diverse peoples living and coexisting together.  A flip grid topic might be. If you were the mayor of a large city in 1930s Germany how would you solve the challenge of different people, groups, and communities all trying to live together? I would want the students responding to pretend to be citizens of that city and share what they thought of the mayors plan. Hopefully these types of weekly mini discussions would get them thinking on a deeper level and improve their discussion skills.

https://flipgrid.com/jjrsbfd

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SeeSaw for journaling
Who? 9th Grade Global History
What? I am hoping to incorporate a lot of journal writing during the Facing History and Ourselves unit (occurring in the first trimester of the year).  Since the topic we are exploring (Human Behavior and the Holocaust) open up lots of space for personal reflection, students will create a portfolio of journal entries and reflections on the material as well on their own lives and experiences.
How? I wasn't sure which platform would be best for this type of assignment, so I am hoping to use SeeSaw because it will allow the students to create a portfolio of written journal entries as well as video recordings, drawings, pdfs, etc.  Most importantly, there is a comment feature, so I can review what they are working on and start a personal conversation online with each student about their entries.  The journal entries will largely be short free write assignments, probably asking the students to write for ten minutes.  I will give them a prompt and ask them to think about their own actions and perceptions.  Did they experience something similar to what one of our authors has experienced?  Do they agree with an author's main point?
Depending on how the journaling is going, I will ask students to choose one journal entry (either mid term or toward the end of the term), in which they believe they made some deep, authentic and thoughtful insight, to share with the class or with a buddy.  After they read someone else's reflection, we can either have discussions in class or online about their responses (Did a piece speak to them in particular?  Did they agree or disagree with an idea they read?, etc.).
If SeeSaw seems clunky, I'll use google docs and create a folder for each student to create a portfolio of their work.

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EdPuzzle for "Flipped Classroom" in Algeb

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EdPuzzle for "Flipped Classroom" in Algeb

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Who? Algebra 2 students in 9th and 10th grade, but this could be used for other levels as well!

What? I hope to incorporate more "flipped classroom" style learning in Algebra 2.  This means that students are presented content (often by way of a video) at home, and spend the majority of class time working on problems.  This way, they are able to work through some of the most challenging material with the support of their peers and teacher, rather than having to face it on their own for homework. When I have tried this before, one challenge has been holding students accountable for actually watching the videos carefully on their own.  I have tried giving short "video check" quizzes at the start of class, but this takes up class time and leaves me with more papers to grade.

How? Using EdPuzzle, I'll be able to track students' progress, add anything I think they should know, and have them answer questions while they watch the video, so that I can check their understanding without having to take up class time.  I like that it is all in one place because it simplifies the experience for both me and the students.

Here's an example of a video I might assign for homework:

https://edpuzzle.com/media/5955677332935e33895ca656

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EdPuzzle for Annotations and SOAPSTone - Shawn

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EdPuzzle for Annotations and SOAPSTone - Shawn

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Audience: AP Language students though could be used for all levels of English

Needs of the audience: A more effective way for students to review annotation at their own pace rather than through in-class lecture or demonstration. It will also connect the skill of annotation with SOAPSTone, an acronym used to decode the rhetorical purpose of a reading. This activity will provide a review of annotation and SOAPSTone and also an opportunity for guided practice annotating a practice passage. At the end, the students will practice connecting their annotations to writing a thesis statement.

How technology: I will create an EdPuzzle using an annotation video on YouTube. I will review annotation and SOAPSTone in class. Then the students will watch the video and work through the questions and practice passage. I will print out a hard copy of the practice passage in the video and the students will follow the prompts in the video to identify the SOAPSTone of the passage and to annotate the passage on their own. The students will compare their work with the work in the video.

EdPuzzle Link:  https://edpuzzle.com/media/595533749a710f3f371d82b7

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AP Human Geography Summer Reading Flipgrid Assignment - Lizanne

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AP Human Geography Summer Reading Flipgrid Assignment - Lizanne

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Who?

AP Human Geography – seniors. Summer reading discussion on “Fast Food Nation.”

Needs/challenges

Discussions in class were good last year on this topic, but there seemed to be a lot of fumbling around the text. Ultimately, the discussions lacked focus. Some students dominated the discussion more as well. I would like to begin the class conversations asynchronously at home using Flipgrid, and then use class time to further add to these ideas.

How

I will set up three discussion prompt areas on Flipgrid related to the three key themes of “Fast Food Nation”: economic impacts, environmental impacts, and social/cultural impacts. I made a flipgrid sample for the economic impacts here. Each student will be assigned to one of these themes. There are 15 students in the class, so there are 5 students per group. To begin, each student should extract a quote from the textbook relating to their theme, read it aloud, and explain why it resonated with them in the context of their overall takeaway from the book. They must do this in under 1:30 so as to create a focused and critical argument. They should also respond directly to at least two other members of the class within their group, and watch the other group contributions as well. We can then use this in our classroom to have a more focused discussion on the textbook to begin our AP Human Geography class.

https://flipgrid.com/gp0jnbc

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Audience: Audience is a group of honors geometry students. Freshman that have already been introduced the style of learning for the course and are now integrating a new tool into their homework.
Needs: The honors geometry class is completely problem based. It consists of the students completing problems together in class and sharing their findings to draw attention to geometric principles. Homework can be challenging when students are not able to work together since there are no guiding steps or example problems. As discussed in the previous assignment, students sometimes need help collaborating outside of class; this is designed to assist them.
Use: I am choosing to use Flip Grid because I had not known about it until this course and I think it is wonderful. I enjoy hearing other classmates, and I like the time limit; it seems to take some pressure off of the post. Students will be assigned a problem from the homework, some problems will be given to more than one student, and asked to spend the 90secs sharing thoughts about how to solve it. These thoughts could be questions or information that they know relates to the problem, basically anything except the answer. Other students can then check this if they are stuck on a homework problem.

https://flipgrid.com/da6884

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Audience: Sophomore English students (though this could work for any level)
Needs: an audience to encourage more thoughtful feedback; an opportunity to work through questions and ideas by speaking them out loud and without the pressures of the classroom environment; a place to receive and offer feedback. A challenge this might remedy is the limited amount of shared free time I have with my students. Also, brainstorming aloud is a great tool that is difficult to implement in the classroom.
How: I will post a prompt on our class padlet. Students will then make a video using YouTube (accessible by computer or smart phone) and post the link to padlet. Finally, students will respond to each other's videos and offer insight, a summary of what they heard, and some questions or ideas. I hope this blend of padlet and YouTube will enable students to get some of the benefit of a one-on-one meeting with me. I often struggle to find time to meet with my students, so perhaps talking out their ideas and receiving feedback from their peers (and me) will help them overcome the roadblocks they often encounter, especially when trying to write thesis statements for papers.

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Candie -- EdPuzzle for listening comprehension

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Candie -- EdPuzzle for listening comprehension

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Audience: French 4 (Juniors + Seniors) for this particular activity, but could be at all levels of French
Needs: A way for students to complete listening comprehension activities at their own pace vs. being restricted by how many times and in what conditions I play an audio or video document during class. This should help students practice listening comprehension on their own, as many times as they like, so they can be ready for in-class discussions or assessments, and not feel self-conscious in the context of the classroom
Use: I'd like to use this activity for students to preview material we'll discuss in class. Instead of wasting time watching a video multiple times together in class, they can watch it at home, refine their listening skills, and work through comprehension at their own pace. I added comments and questions to the video to guide students through the material. EdPuzzle will also allow me to see who watched the video, for how long etc. so I can emphasize accountability, but also see where students are at in terms of their listening comprehension skills. I'm thinking of perhaps using EdPuzzle for grammar lessons as well, checking comprehension throughout the video lesson.

Here's what I designed for this project: they read Beauty & the Beast over the summer, and we'll be watching the French Cocteau version of the movie, so they can familiarize themselves with it through this trailer.

https://edpuzzle.com/media/59513f196c056d3256a2ea81

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1) Audience is 11th grade U.S. History students.

2) Needs of the audience: a better way for discussion leaders to coordinate discussion questions and a plan before class begins. Rather than have them take five minutes before class, which leaves me scrambling to do something with the rest of the group, they can coordinate thoughts online from home the night before.

3) Technology: Padlet will help provide a space for brainstorming questions that doesn't feel too formal. Hopefully, the sticky note vibe of it will keep students relaxed. This is a relatively simple project, but will hopefully remedy a consistent challenge throughout the year.

Example:
https://padlet.com/mturnbull3/yatou8i2cyu7#