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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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For lengthier projects, students have to assign roles and create their own timelines for how they plan on completing the work within the parameters that I give them.

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https://www.bie.org/

https://www.edutopia.org/pbl-assessment-resources

http://pblu.org/projects

https://www.edutopia.org/article/time-management-pbl

https://www.edutopia.org/discussion/getting-started-literature-and-project-based-learning

https://www.bie.org/blog/making_pbl_feel_less_foreign_to_foreign_language_teachers

https://www.bie.org/blog/making_pbl_observer_friendly

https://www.bie.org/blog/using_the_need_to_know_list_to_support_gold_standard_pbl_teaching

http://www.stemschoolchattanooga.net/?PageName=bc&n=163123

http://www.stemschoolchattanooga.net/?PageName=bc&n=214891

https://21centuryedtech.wordpress.com/2013/09/15/the-pbl-super-highway-over-45-links-to-great-project-based-learning/

http://seanrtech.blogspot.com/2015/08/digital-portfolios-where-to-start-part-2.html

https://www.edutopia.org/article/planning-pbl-implementation

https://www.teachthought.com/project-based-learning/42-prompts-students-design-their-own-projects/

https://www.teachthought.com/critical-thinking/20-questions-guide-inquiry-based-learning/

https://www.hightechhigh.org/

https://www.edutopia.org/blog/thinking-through-project-based-learning-suzie-boss

http://bis.school.nz/wordpress/policies/thinking-based-learning/

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Great podcast with real-world discussion about how making the shift to a TIM-style classroom is affecting education.

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"Technology hasn't always been a teacher's pet -but it could very well end up as our greatest teacher. In this episode, we explore how."

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Resources for sharing and presenting information:

padlet.com

prezi.com

visme.co

fotor.com

spark.com

stormboard.com

postermywall.com

easel.com

canva.com

paperslide.wikispaces.com

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Students worked on shared Power Point presentations to demonstrate knowledge of a specific literary era.

This gave us the chane to learn how to work on slides simultaneouslyand also how to upload them to a class One Drive file.

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Students fill this out as they work on projects to ensure accountability. It is due when the project is completed and counts for a portion of their grade. Students also give 2 pros and 2 cons for their projects at the end of each one.

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Students followed a character throughout the viewing of a movie, then collaborated in small groups to discuss the changes the characters went through. Next, they wrote on that topic and then reflected on how they could or could not relate to the character. Finally, they discussed how seeing a video did or did not make more of an impact on them than reading just the text on similar material.

This is the type of assignment that I will include in their digital portfolios next year so they can have the use of fonts, graphics and images to add to the impact of their publication.

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Students used online texts for some assignments. This gave me data that I could easily refer to and make adjustments to the areas we need to focus on leading up to the EOC.

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Tied to the study of Emerson and the Transcendatlists, these mottos were chosen and then the photo was designed to be used as a twitter banner.

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Created by students online, then shared via social media.

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Finding Infographics to Convey Information

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Finding Infographics to Convey Information

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As part of our research on the Civil War students could either create their own infographics or find images to support their material.

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Once students learned how to code, then they had to make their Ozobot follow the path of the protagonist in the correct order of events. They also had to incorporate light effects to show emotions.

This required them to plan the route, then figure out how many "steps" their bots had to take, how to make it turn on the correct path, how to get back to the bridge, etc. This involved a great deal of trial and error as they figured the distances and how to make the turns at the correct angle. Their code had to reflect all of this, plus they also had to explain to me why they used the light effects and speeds they did in relation to the plot.

It was a good way to incoporate math into an ELA classroom.

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Communication
Collaboration
Critical Thinking
Creativity

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Students had to sum up digital image by writing a six-word story. This was in preparation for writing summaries. They were also given the option to post them on twitter. This is another assignment that I will also do as a crossover with a group padlet/online sticky board.

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In this activity, students provided feedback in short sentences, similar to tweets, in response to literature questions. They also gave feedback using emojis or checkmarks.

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In this assignment which is called PechaKucha, students were asked to find 12-16 images that represented people, events or locations key to the Civil War. The slides could not have any text other than a title on them. Then for their presentation, they had to speak on each slide for 20 seconds. No more. They worked in groups of 3-4.

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They couldn't tell if their computerized block coding was doing what they wanted the robot to do, so they devised a way to track its path.

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These projects were done in groups and then shared with the entire class to be used as a study resource.

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After reading the text online and watching a video, students worked in groups of four to fill a posterboard with the answers to analysis questions, then collaborated on an illustration for the book. With more access to computers, I would have the students make digital creations if they preferred.

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These were created in Adobe Apark, then shared on twitter. Staff from Spark retweeted some of their work.

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Ozobots start with using markers to tell robots what to do, but it isn't as easy as just drawing lines. They have to make it Ozobot friendly, incorporate moves and then fix problems when they do not get desired outcomes. It is like editing in an English class, only for a robot. Then we move on to block coding via computer.

This works great when you do not have enough devices in your classroom--Crayola markers work best. Sharpies are too dark with the blue and the green. #lessonlearned.

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English 3 is lit! #B107 https://t.co/9MfOibiDrg

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Even if it just Snapchat, they can tell a story or give a reaction to their assignments.

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How do you sum up a key moment or the plot in The Great Gatsby in a tweet? Kayla did a great job!!

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Gatsby when he realizes his new best friend is the cousin to his lover from back in the day and he can now commence his master plan to win back her love, even though she’s married, without being creepy and having to wait for her to show up at his parties. #B107 pic.twitter.com/SzDcRnacVr
— kayla lawson (@kaylalawson01) April 9, 2018

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In this beginning lesson, students first created their own individual marker code to direct the robot. Once completed, they had to figure out a way to join all of their paths together and get the Ozobot to hit all the paths.

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They just THINK it is easy to explain a process. This will be an element of a video project next year.

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Students could choose the work of their choice, then were to design a poster/book jacket

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These were made using classtools.net. Students had to research various theories about Poe's death, then create their own news chyron and explain why they chose the theory they did.

They also learned what "coping" is, which was an added US HIstory/Government connection.

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Students used marker and block coding to solve a series of problems with their Ozobots. This made them focus on keeping information concise and clear. Future activities will have them using Ozobots to demonstrate understanding of plot elements, character development, proofreading, grammar and mechanics and review games as a group.

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Once we mastered marker coding, we moved on to computerized block coding.

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They decided to incoporate their interests into some programming: @Ozobot @chevrolet #B107 @SpringHillHS1 https://t.co/DhVp2hGmaF

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Each assignment has a specific set of goals and students are made aware of them. For some assignments, they are tasked with creating their own timelines,  assigning responsibilities with in the group, progress-monitoring and then self-reflection after the assignment.

Once we have steady access to laptops for students, I will expect them to create their own digital portfolios for storing their work, reflections and other items of interest.

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For each tech assignment, I include some real-world connection. These can be career-related, such as the importance of being able to share and save documents in One Drive or they can be real-life such as how to create an effective tweet or visual that they will use to communicate with their peers. I feel it is important that students are given a variety of opportunities to explore using tech that will be relatable to them after high school.

Students did several different research-based assignments using online resources,. They created graphics to accompany several stories using both online and no-tech resources. They created school Twitter accounts to share infomation with me and used Adobe Spark to create their own personal Twitter banner.

By using the Twitter handles of some of the companies whose products we used, students were given feedback from those accounts.

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One of the most exciting things we did this year was incoporate Ozobots and coding into our ELA classroom. This allowed students to see how important clear, precise technical writing is. Once they had the basics of how to code/give directions down, then we were able to incoporate the bots into our ELA standards when discussing things such as plot, POV, author's intent, etc. and had the robots chart different paths to demonstrate this.

Other activities included research projects, visual presentations, and student-created review materials.

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Students have worked in a number of different groups to create, problem-solve, research, review and assist each other throughout the year.

Examples of activities included paired drawings, group presentations, collaborative document creation, class discussion, debates using research-based information and problem-solving through coding.

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Students have been given a number of tech options to explore this year as they created projects, completed assignments, did research, etc. Throughout the year, they were given the autonomy to make the choices to use the sites or apps they felt most comfortable with.

In some cases, students were given the choice whether to read text online or in print, then complete assignments. When creating presentations, they were given the freedom to choose the platform they felt most comfortable with, which was almost always PowerPoint. Adding computers to the classroom will allow me to give them more time to become comfortable with other presentation or document options.

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Click on document to see all 5 areas of the TIM rubric

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2018 MCPS Tech Integatation Matrix Digital Portfolios ADAPT level.docx