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Siegle: In kindergarten students viewed a subtraction Discovery Education video focused on an introduction to subtraction. Students were then engaged in an EdPuzzle video with questions embedded as an assessment. Students completed SOS strategy “snowball fight.” The teacher created “snowballs” with picture equations, placed in the middle of the carpet. At the signal, students retrieved a snowball and wrote the equation to match the picture. Students threw the snowball back into the center of the carpet. Students retrieved a new snowball and record the answer. As closing, students received a “ticket out the door” as an individual assessment. This was the best implementation of Snowball fight I have seen, as the structure provided a meaningful experience for students!

Oliver: Students were assigned an EdPuzzle video focused on Points, Lines, Rays. Students considered questions at the end of the video segment. Students were engaged in SOS strategy “The Envelope Please.” Students in a small group were handed two envelopes. One envelope had clues. The other envelope had choices- “point, line, line segment, ray, and angle.” Students matched the clues with one of the choices. Students rotated to another group and viewed their clues paired with the vocabulary word. Students decided if they agreed or disagreed and had a whole group discussion.

Inclan: Students created an advertisement of their choice with a title, company name, slogan, and image. Prior to the learning lab, students had a planning page completed. Students were then guided through the process of creating a board on Discovery Education’s board builder. Students added a title, text box, background colors, and image.

Luzadder: Students were engaged in SOS strategy Visual Walkabout. Students walked around the room in a small group with a colored marker to represent their group. Students viewed images of the Cold War pasted on chart paper with the T-Chart “Title and Question.” Students worked collaboratively to write one response per group, recording a creative title for the image and a question they would ask a person depicted in the image. Students then completed a gallery walk and voted on their favorite titles, providing a relevant explanation for their vote.

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Reflection: For my lesson, students used Jig Saw groups to listen to different versions of The Three Little Pigs. The students had been listening to different versions all week long and we practiced comparing them as a group. The kids observed one of three different read alouds: The Three Little Wolves and the Big Bad Pig, The Three Little Fish and the Big Bad Shark and The Three Some What Bad Pigs. Students filled out a chart on the problem, solution, characters and setting. The students then went into different groups and used finger puppets as talking sticks and took turns reteaching the story. Overall, I felt the lesson was very successful. I was pleased with how my first jigsaw group went in December, however, there were things I knew I wanted to improve on. After making a few changes, I felt this lesson went off with very few issues (minus one minor technology issue, thankfully Mr. Luzzader came to the rescue and let us borrow some chrome books). I am more confident allowing the students to use these groups in the future and felt that the students had really grown since December.

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Reflection: I have used Discovery Education in my classroom in many different ways. I have used short video clips as Activating Strategies, Videos as supplements to a lesson. EDPuzzle is my resource for pre and re-teaching concepts in the classroom, and my students and I enjoy using Plickers to help with reviewing concepts in all subject areas. By using these resources, I am becoming more comfortable using technology on a daily basis. I am looking forward to using Discovery Education Board Builder with my class as my next strategy.

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Katie Inclan: We used the strategy 2-1-4 to guess our next unit of study in science. Students submitted their answers through polleverywhere and I assessed students prior knowledge by using their responses. We then determined the three components of weather as a class to begin our study. 

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Katie Inclan: We used the strategy 2-1-4 to guess our next unit of study in science. Students submitted their answers through polleverywhere and I assessed students prior knowledge by using their responses. We then determined the three components of weather as a class to begin our study. 

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Board Used: https://google.discoveryeducation.com/player/view/assetGuid/F96CCC42-94A7-4533-8648-07D86EAFE387

Word Cloud Created by Students: https://poll-renderer.polleverywhere.com/free_text_polls/0dBGCdfGoIY1SO5?_ga=1.98858846.1950097388.1481576825

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We met during planning periods to co-plan the following lessons which will be co-taught on 2/10 during Digital Learning Labs:

Brian Luzadder's Lesson Overview

February 10th, 12:00-12:30 Room E6

Students will watch a Discovery Education video focused on the Roaring Twenties. The video will be played/paused so students may be engaged in the SOS Strategy “Step Inside.” Students will be assigned an individual from the Roaring Twenties, and will “step inside the mind” of this individual. While watching the video, students will use the following graphic organizer to record facts about their assigned individual. This note-taking guide will be assigned via Google Classroom.

After conferring with their group members, students will write a journal entry from the first person perspective. These journal entries are shared whole group, as students take notes about each individual.

Tracy Oliver's Lesson Overview

February 10th, 9:10-9:40 Room D6

Students will be engaged in SOS strategy “Can You Guess My 2-1-4?” Students will view a Discovery Education board with 4 sound effects, two videos, and one image. Students will discuss with a partner what the clues have in common. Students guess the main theme: Invertebrates.

Students are then engaged in SOS note-taking strategy “A-E-I-O-U.” While watching a video about the life cycle of a butterfly, students record

A- Adjectives to describe the life cycle

E- Emotions they would feel watching a butterfly emerge from a cocoon

I- Interesting fact

O- Something that made them say “Oh! That surprised me!”

U- Um? I have a question about butterfly life cycle

Tracy’s Discovery Education board may be accessed here

Katie Inclan's Lesson Overview

February 10th, 8:40-9:10 Room A2

Students will be completing their biography projects during the first part of the week. By Friday they will have a rough draft of the report. Students will be engaged in SOS strategy “PMI” to provide peer-to-peer feedback. This will be in the form of:

P: Positive “One positive I like about your writing is…”

M: Minus “One minus about your writing that you can improve is…”

I: Interesting “One interesting fact I learned from your writing is…”

Students recorded reading their rough drafts using http://vocaroo.com/ and then will complete a gallery walk to provide feedback using PMI graphic organizers. The feedback will be accessible via Classroom Site.

Madeline Siegle's Lesson Overview

February 10th

9:40-10:10, Room F9

Students will be in jigsaw groups learning about American symbols. Students will be assigned a number and will become an expert on the topic they are assigned by exploring resources on Discovery Education board builder. They will be recording their learning on a note-taking sheet. Students will then be assigned a color to be paired with a new group. Students will teach one another about their topic within these jigsaw groups.

American Symbol groups:

Statue of Liberty

American flag

Bald Eagle

Liberty Bell

Abraham Lincoln/George Washington (possible addition)

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Students watched a Discovery Education video on a board and were engaged in SOS Strategy Myth Busting. Students then worked in groups to create a Six Word Story to demonstrate their knowledge of the Panama Canal. Their 6 Word Story was added to the following Padlet:
https://padlet.com/bluzadde/hgh355kiswvf
Brian's board may be accessed here: https://google.discoveryeducation.com/player/view/assetGuid/E54DD3CA-E13B-C454-F882-FB6B84FFCABC

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Part 1: Students met in jigsaw groups to explore an assigned Discovery Education board with pictures, text, and images. The groups focused on holidays around the world. Students recorded learning on a notetaking guide, adding "symbol, time, food, and five senses."

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Part 2: After learning about their assigned holiday in their jigsaw groups, students met with a new group to share what they learned. They used the Talking Stick strategy. Only the person who has the Talking Stick can talk for one minute. Each person gets a chance to hold the Talking Stick and share.
Madeline organized the groupings by handing each student a card with a number and colored sticker. The number corresponded to the first grouping when students got together with their holiday group. The colored sticker represented the jigsaw group when students got together to share with a member from each holiday group.

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Today my students utilized the SOS strategy 2-1-4 to introduce our unit. They students loved trying to determine what our new unit of study was going to be. I will using this in the future, because it worked great!Then our students responded via polleveryone. I put my link on my class website. Students can easily access my website and it is a great way to share information with them. I have one "driver" in each group who is responsible for typing the information for the group. We change our drivers throughout the lesson. This method works well when there is limited computers in the classroom. After that our class did an affinity diagram to name one thing that an animal would need in an environment. We grouped the responses into food, shelter, water, space, and air.

Student Comments included:

Noah: " I thought it was incredible and want to do it again."
Summer: "I thought it was awesome, because we got to go on the computer and write/type things that animals needed that survive. I thought it was fun."

Olivia: "I like it, because we got to share our thoughts."

Peyton: "I kind of liked it, because I like to share my thoughts with the drive."

Hayden: "You like being able to guess, because I thought it was surprising."

Alia: "I liked it, because it was fun to guess what it was."

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Today my students used Discovery Board Builder. The class went really well. The students loved the different media types to help with the concept of building a successful colony. Some student comments were:
Michael- "This was easier and fun."
Leanna- "Can we do this a lot more. It was fun and we got to work with each other."
Bryant- "This was really fun."
Taylor- " I loved the songs."

I loved this lesson. I did my work at the beginning to build the board and while the students worked, I was able to walk around and facilitate. It was refreshing for me to get to hear everyone's ideas instead of just 2-3 while I am in the front of the class. This is a strategy that I can see using often and in all subject areas. Thanks kate

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Mrs. Oliver observed Katie Inclan's Learning Lab and created her own board using the "Can You Guess My 2-1-4?" Strategy she observed! 

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Mrs. Oliver observed Katie Inclan's Learning Lab and created her own board using the "Can You Guess My 2-1-4?" Strategy she observed! 

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The board can be accessed here: https://google.discoveryeducation.com/player/view/assetGuid/B73FF232-CB83-C1A4-7F3A-9D8D5C293DB7

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In Katie Inclan's room, students used SOS strategy Can You Guess My 2-1-4 to guess what they are learning about. All resources were added to Discovery Board, including interactives to explore. This board can be accessed here:
https://app.discoveryeducation.com/builders/boards?edit=true&assetGuid=F96CCC42-94A7-4533-8648-07D86EAFE387#mode=edit

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Tracy Oliver's students navigate a Discovery Education board to learn about Roanoke vs. Jamestown colonies. They will be creating a survival guide after constructing their own colony! 

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Tracy Oliver's students navigate a Discovery Education board to learn about Roanoke vs. Jamestown colonies. They will be creating a survival guide after constructing their own colony! 

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Tracy Oliver's students responses on Poll Everywhere after navigating a Discovery Education board 

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Tracy Oliver's students responses on Poll Everywhere after navigating a Discovery Education board 

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Tracy's students navigated a Discovery Education board with text, video, images, and outside links. Each resource was paired with questions to ponder and discuss with a partner. The lesson was student-centered and Tracy loved that she was able to walk around and provide clarification as needed. Here is a link to Tracy's board.

https://google.discoveryeducation.com/player/view/assetGuid/C037B011-CF5C-1A09-EF89-F355FEEE64FB

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On 12/13, students will be engaged in jigsaw holidays around the world. Each group of 3 will be assigned a board on Kwannza, Hanukkah, and Christmas. Students will be engaged in Half the Story SOS Strategy prior to jigsaw. Students will view zoomed in images depicting each holiday: Santa hat, menorah, and green/red candles. The zoomed in images will be printed on chart paper. Students will be guided through a conversation predicting what each image is. The teacher will record student thoughts following prompt, “I see, I wonder, I predict.” Students will then view their assigned videos in their jigsaw groups and record a Five Senses drawing response.
Before meeting to jigsaw learning, the strategy “talking sticks” is modeled to share what was learned. Students will meet with their classmates in different groups to explain what they learned about their assigned holidays.

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Tracy’s students will be assigned a Discovery Education board based on Roanoke versus Jamestown colonies. Students will view a series of text, video, and song comparing the two colonies. Students will be paired with a classmate to answer questions to enhance their comprehension. Students will then imagine they are building their own colony and share three things they would need to help their fellow colonists survive. This would be shared via polleverywhere.com.

Tracy’s Discovery Education board may be accessed here:

https://google.discoveryeducation.com/player/view/assetGuid/C037B011-CF5C-1A09-EF89-F355FEEE64FB

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On December 13th, Brian will be hosting a Learning Lab. Brian’s students will be assigned a Discovery Education board with a video focused on the Panama Canal. The video will be played and paused so students can answer questions to foster their comprehension. Students will be engaged in the Discovery Education SOS Strategy “Myth Busting.” The directions are as follows:

Myth Busting:

Stand in two parallel lines facing a partner.

One line receives green and red cards.

Listen to each statement. The statement may be true or false.

Whisper to your partner if you think the statement can be confirmed or busted from EVIDENCE in the video.

When you hear the signal, "Myth Bust!" hold up your red card if you are busting the statement as false. Hold up your green card if you are confirming the statement as true.

Students will then return to their seats and consider how they can tell the story of the Panama Canal using ONLY six words. Students will add their six word story to Padlet.

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Students were engaged in a model lesson about reflection and refraction. Students were assigned the following Discovery Education board and responded via Poll Everywhere.
https://google.discoveryeducation.com/player/view/assetGuid/E82032FD-D395-F5FC-59D9-0FE8E03ADDBF

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Tracy's students responses on Poll Everywhere. 100% understanding! 

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Tracy's students responses on Poll Everywhere. 100% understanding! 

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Students worked in small groups to research landforms using a Discovery Education board and books. Students were assigned a different landforms to research. Students recorded a definition, drew an image, and recorded characteristics. Students will share their knowledge and develop a book.

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Madeline's students were engaged in SOS strategy AEIOU to compare long ago/today after watching videos and viewing images of life on a farm. Students worked together during this shared writing activity. A typically stands for Adjective, yet we modified for kindergarten :)

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Tracy's class used Blabberize to record a narration from the perspective of the explorer they researched. Students were taught how to find an image, download it, upload it, and record an explanation using this tool. Tracy was very reflective and recognized that the next time devices are used, it will go smoother if students have access to their usernames/passwords on index cards. Thank you Tracy for taking risks and trying one-to-one devices in your classroom!

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Students were engaged in SOS Strategy "Table Top Texting." Students watched a DE video about sweatshops and labor laws. The video was played and paused so students could record a question in a speech bubble. The question had to be answered from evidence in the video. The students passed their paper to the right, and their classmate answered the question in the following speech bubble. This process continued, as students asked deeper questions and made connections to the topic.

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In today's lesson (11-1-16) we used Blabberize to tell about a famous explorer. The beginning of the lesson went well. We did have a few technical problems logging in. The students were able to follow the directions once they got started. However, I do not think this is a lesson to be done whole group if the students have never used the program or a chrome book before. We had some students log themselves out and then could not get back in to finish the lesson. It was almost too many students talking at the same time and some of the recordings picked up their neighbors words. Through a lot of troubleshooting, we were able to get the Blabberize to be successful. For me, I learned more today from the mistakes I made than from the lesson I had prepared. I will try this again in the future and I know it will be more successful for all of us. Thanks kate for all your help and patience. I'm getting there.

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Brian Luzadder's Class use Discovery Education Board Builder and SOS Strategy PMI to provide feedback

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Brian Luzadder's Class use Discovery Education Board Builder and SOS Strategy PMI to provide feedback

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Mr. Luzadder's students worked with a partner to research an important inventor in history using the resources on Discovery Education. Students had a choice between Alexander Graham Bell, Thomas Edison, Henry Ford, Wilbur and Orville Wright, Andrew Carnegie, and John D. Rockefeller. Students were expected to add the following to their boards:
1. Title
2. 3-4 text boxes
3. 3-4 video segments
4. 5-7 questions
Students then set up their finished boards around the room. Moving with their partner, students completed a "gallery walk."
P.M.I forms accompanied each board. The P.M.I. prompted students to add a Positive aspect they liked about the board, Minus- Something they would recommend to change, and an Interesting Fact they learned from viewing the board.
Students then reflected on feedback, revised, and submitted final boards to Mr. Luzadder who also provided feedback via Discovery Education.

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ClassFlow

I am using the whiteboard feature to teach math. Students are solving math problems on their physical whiteboards, taking a picture of their boards with ClassFlow, and then we are looking for where students make mistakes.

Google Docs

Students have completed two writing assignments using Google Docs. They wrote rough drafts and then peer edited each other’s document using the comment feature.

Socrative

Students have taken their spelling tests, science tests, and social studies test using Socrative. We are also using the Space Race feature to review.

Quizizz

We are using Quizizz as a competition in class to review science and social studies. I am making Quizizz a Google Classroom assignment so that  students can review at home. Quizizz is my students favorite app.

Board Builder

I created a board about the Battle of the Little Big Horn and another board about the Nez Perce Indians and students did a variation of 3 truths and a lie on each. They cited evidence from within the video that corrected each false statement. Students completed the 3 truths and a lie using Google Forms.

Last week students worked on boards about an inventor or robber barron. This week students created a board about matter for science.

Google Forms

A few students worked at creating a Google Forms quiz to go along with their board on matter.

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My students used Board Builder last week to listen to October Books during Literacy Stations. The students selected a story and listened to it on Board Builder. My goal was to have the students do a response on Chatter Pix. However, time did not allow them to do this. My students loved being able to choose their own story and listen to the story on their own. My students also started using See Saw and the parents have loved it! I was worried about having an online portfolio for my students as typing takes them a long time and they are struggling with keyboarding skills. However, this has been perfect for them to share their work with their parents. My goal is to find ways for them to create more projects to share with their parents on this website!

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Wow! I tried the Edpuzzle today for Social Studies. We viewed a video on Eric the Red and Lief Ericson. I embedded questions on each as the video played. Students came to the computer and answered the questions. Once the video and questions were complete, we filled in an interactive notebook piece on each explorer. The students were actively engaged and seemed eager to answer the questions. They seemed to enjoy the lesson more than usual. I can't wait to be able to assign these to them on their own device. Thanks Kate

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Planning with Brian Luzadder, Kate Voss 9/22/16

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Planning with Brian Luzadder, Kate Voss 9/22/16

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Brian's goal is to utilize Padlet and Popplet with the students. I provided examples of how to use the following SOS strategies with Padlet and Popplet for digital student responses:

"Question Is, Tweet Tweet, AEIOU, 3 Truths and Lie, and 6 Word Story."

SOS strategy “Blurt Out” will be used as a form of gamification review. Each of these strategies can be found in Discovery Education by searching keyword SOS and clicking orange button "View Strategies By Skill."

Brian and I discussed using the comment feature within Google Docs for students to provide peer-to-peer feedback during writing. Their final submissions will be added to their new SeeSaw portfolios. As an expectation, students will review the final submissions of their classmates and add meaningful feedback.

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Planning with Madeline Siegle, Kate Voss 9/22/16

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Planning with Madeline Siegle, Kate Voss 9/22/16

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Madeline plans to begin to use SeeSaw for student portfolios. We practiced adding a Chatterpix video created by students to SeeSaw. The Chatterpix response is completed within literacy centers. Students save their response as a picture. When it is time to scan their class QR code to access SeeSaw, students find their name and add their video from photo library.
I also created a Listening Center board for Madeline using Discovery Education Weston Woods audio books. Madeline will be adding new books each week and students will complete a response via SeeSaw. The SeeSaw portfolios will be shared with families so they can comment. (Friendly Tip: Click on Discovery Education advanced search found under keywood search and filter by "Publisher: Weston Woods" for interactive stories for students to listen to!)
Note: Chatterpix is an app which can be downloaded here: http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/

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Planning with Katie Inclan, Kate Voss 9/22/16

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Planning with Katie Inclan, Kate Voss 9/22/16

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Katie plans to transition to Daily Five Centers. I shared management strategies of implementing Daily Five, including the book and resources online for anchor charts. I created a Discovery Education board for listening center using Weston Woods interactive stories. Link to board here: https://google.discoveryeducation.com/player/view/assetGuid/3779B4F6-AD6F-DDC6-F79B-4F63BE8F5699
Students will respond to the stories via a Padlet link. Digital responses within read to self/ someone will be done via Padlet, Tellagami, and Chatterpix.

Students will be starting a research report. We reviewed how Katie can assign Discovery Education assets, which will be previewed by students, and the researched information added to their note taking sheets.

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Students store their passwords in their table buckets. i have a set of these as well in case the misplace their sheet. Very portable and easy to create.

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Kate modeled a lesson in my class today using Edpuzzle. The lesson was on multiplying using the distributive property. The lesson went well. It was nice to see the interaction the children had and the excitement for the technology piece being added. I felt like this is something I can continue and then created an Edpuzzle lesson for an upcoming Science lesson on weather instruments. I am so proud of myself. It is nice to know that even "I" can implement technology and feel good about it. NO EXCUSES anymore. I am looking forward to this great learning adventure

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Tracy Oliver and I met this morning to co-plan a Math lesson which we co-taught today. We searched Discovery Education for "multiply partial product" and filtered results by Video- Math Explanation. https://google.discoveryeducation.com/player/view/assetGuid/7C96D558-9C51-4070-8EDC-C81B62D96348
After discussing how this problem was solved, students will be engaged in using the tool EdPuzzle. https://edpuzzle.com/
Mrs. Oliver and I found an excellent video about how to solve a problem using partial product. We embedded questions into the video, which pop up as students are watching. Students will be led through this process whole group. Once students are comfortable using this tool, Mrs. Oliver will create a class and begin to assign videos with embedded questions.

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Mrs. Oliver's class uses EdPuzzle for the first time! 

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Mrs. Oliver's class uses EdPuzzle for the first time! 

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"I can multiply bigger numbers with smaller numbers now after watching this video!" Leanna
"It was fun and taught us something" Lily
"You have fun and learn at the same time!" Emma
"It gave us challenging questions" Addison
"It was easy to learn and fun" Michael
"This will help us learn a lot" Addelyn
"You can have fun while learning" Bryick

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I enjoyed meeting each of you today during our first coaching session. We discussed the following strategies or tools that can be implemented in your classrooms to increase active engagement. Please see the attachments below of the Discovery Education SOS strategies we discussed! After trying these in your classrooms, please post a reflection.
Katie Inclan: Suggestion for increasing independence with students logging in to websites:

Put username/passwords used most often laminated on a ring card on sentence strips. If there are multiple steps, print picture directions for sentence strips.

Another option is take video/screenshot of steps. This can be added to a QR code and placed easily accessible in room. This is a great reminder for students, and allows you to focus on your small group.
Suggestions for student research project on animals:

Have students log-in to Discovery Education via Google

Assign animals to students to research after checking to ensure there are materials for each animal on Discovery Education

3/4 students may be researching the same animal based on number of devices you have available

On Discovery Education, go to Classroom Manager found at the top--My Classes--Click On Class--Log in as student. Show students on the Promethean Board how to do a key word search and filter by grade level and video. Students can also save a resource same as teachers can! It is saved to "My Favorites" when students are logged in.

Provide a note taking sheet where students can record research. This can be laid out in squares where students can write/draw "Body, Food, Habitat, Life Cycle, Fun Fact." Model for the students whole class how to search for an animal and write down relevant information on recording sheet.

Management of research: Provide stations where there is a mixture of tables with print resources. This will allow you to manage the tech groups who are learning to navigate Discovery Education.

Create a "Parking Lot." Students pause their research and each table group comes to the Parking Lot and uses their marker as their voice to record a fun fact they learned about their animal. At the close of the station rotations, share Parking Lot whole class.

Madeline Siegle: Suggestions for managing centers
During the rotation transition, have a pause point and choose a student to model what it should look like/sound like at each station. Being very explicit with "this is what our eyes, legs, voice, ect looks like/sounds like" will help students visualize protocol at centers. Create a poster with pictures at each station of what our eyes, legs, voice, ect. looks like/sounds like. This poster can be referred to easily to earn dojo points for specific actions. Google "Whole Body Listening" posters to view examples.

Idea for writing center which incorporates Discovery Education: SOS Strategy “Did you hear that?” (Attached below).
Possibility for student portfolios: Seesaw. Attached is a video of a first grade teacher introducing Seesaw to her students:
https://drive.google.com/file/d/0B0c8fw5LfMSGU1FQWnZxeDZuUFU/view
Tracy Oliver and Brian Luzadder: Suggestion to promote active engagement
Using SOS Strategy "Myth Busting," students consider the video they have watched or text read. The teacher has written a series of true or false statements based on evidence from the text/video. The students view each statement displayed one at a time. Students work with a partner to decide if that statement can be confirmed (true) or busted (false). Students can be provided with red/green cards to hold up at a signal to represent true/false. Students are then called upon to cite evidence from their reading/viewing. (Strategy attached below).