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Vocabulary Scavenger Hunt - Teacher Tech

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Vocabulary Scavenger Hunt - Teacher Tech

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A fun way for students to learn vocabulary is to ask them to go on a vocabulary scavenger hunt. Students go out on campus and take pictures that represent the vocab. Students get out and moving and think of how their vocab is represented in a real context.

Template

alicekeeler.com/vocabscavengerhunt

Vocab

Have students create slides using the template of vocabulary from the unit. Students will enter the vocab word on the top of the slide. Tip to let students choose a selection of the vocab words from the unit.

The Hunt

Students can load the Google Slides app on their mobile device and insert pictures right onto the slide. Using the plus icon at the top, students choose to insert an image from the camera. They can resize the image or crop it to fit in the box on the template slide.

Description

Rather than simply copying a vocabulary word definition into the description box, students should demonstrate understanding of the concept. One thing I like about the game "Scattergories" is the ability to give creative answers. Students may need to be creative to find the vocab word for their scavenger hunt. The description area on the template asks students to justify and explain their vocab word.

Sample Hunt

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Vocabulary Scavenger Hunt - Teacher Tech

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A fun way for students to learn vocabulary is to ask them to go on a vocabulary scavenger hunt. Students go out on campus and take pictures that represent the vocab. Students get out and moving and think of how their vocab is represented in a real context.

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A Classroom Chef Makeover: Planning A Vacation - Set The Hook.

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A Classroom Chef Makeover: Planning A Vacation - Set The Hook.

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Throughout the course of The Classroom Chef, Matt and I worked to show you ways to add value to your lessons, all while building a risk-taking culture. While one of our goals in writing was to share how we have matured as educators, both in pedagogy and in practice, another was to get you thinking deeply about why your students are being asked to complete a certain task and how that is being conveyed. This naturally led us to reflect on some of our earlier lessons and handouts, leaving us vulnerable in the hopes of getting better.
Planning Your Own Vacation
Yeah, the title pretty much sums it up. The goal was for the students to work with unit rates and decimal operations to plan a vacation, but it was clear that I had covered pretty much all of it. This was scaffolded so that the student who struggled the most could follow along with the lesson. My biggest mistake here was forgetting the rest of the class when designing the handout and creating a lesson that pigeonholed any true creativity from my students. Equipped with a cart of broken-down laptops, my students were able to get through the lesson, but I wish I knew then what I know now; here's the lesson handout, dug up from the classroom cookbook of 2007:

I'd still like to believe that the idea was a good one. After all, giving students ownership of their vacation and having them plan it teaches them a lot more than unit rates and allows me to see some of their passions. The next time I teach this lesson, it'll go a little somethin' like this...

First, I would start with a Would You Rather that focuses on travel. For example:

The goal of this is not to get students to plan out their vacation, but more about getting them to think in terms of best routes available. During any long trip, there are decisions that need to be made and whomever is in control of the wheel needs to make the best decision on behalf of the group. By starting a math fight, this appetizer would get students into the right state of mind for their entree.

Second, I would pitch the students the entree:
Class, my family (of 4) would love to go on a vacation. We have $1,000 to spend and need to get away for no more than 3 days. Your goal is to plan the most epic vacation for us within those constraints and sell your idea to us using any form of media you choose. GO!
From that point forward, I would serve as the person poking holes in the travel arrangements that students try to set up for me and my family. Essentially, the work from the handout is the same, but it is up to the students to determine what is best:

Looking through the first three requirements of the handout, it is easy to see that I was giving students way too much. Take into consideration that this was in 2007, so the internet wasn't as abundantly informative as it is now, but I was making their task far easier than I should have.

Pointing out the pseudo-context in my own lesson handouts has to be one of the most difficult things to admit as a fault, but nothing makes me cringe more than when I look back on my handouts and see the breadcrumbs being left to enhance creativity in the form of extra credit. As mentioned in the book, it only fed the rich. The students who struggled with this particular lesson didn't even get a chance to try the extra credit, and the students who flew through the handout were doing extra credit, thinking that what they were doing was worthy of more than a 100% on a task aimed at assessing students on their level of mastery with unit rates.

Now that I've rendered my entire handout useless, I want to build it back up. This lesson is not a waste of time; there is a lot of value in what the students are being asked to do. More importantly, there is value in having a handout to assist the students who will need it without providing too much help for those who do not. With all that said, here is the new handout:

I really don't want to leave a lot more autonomy at the fingertips of the students, all while asking a common theme to be maintained. Oh, and it doesn't hurt to slap some reality onto the class that $1000 doesn't go very far when you're on vacation... Yikes.

So what do you think? Where are the holes in this lesson? What would you do differently? Is this an upgrade, or simply changing the focus? I'm genuinely interested in your thoughts on this, so drop a comment, Tweet at me @jstevens009 with the hashtag of #classroomchef. Help me improve.
Happy "So Help Me I'll Pull This Car Over" Fishing

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A Classroom Chef Makeover: Planning A Vacation

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Throughout the course of The Classroom Chef, Matt and I worked to show you ways to add value to your lessons, all while building a risk-taking culture.

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Math Vocabulary Scavenger Hunt - Teacher Tech

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Math Vocabulary Scavenger Hunt - Teacher Tech

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A fun way for students to learn math vocabulary is to ask them to go on a vocabulary scavenger hunt. Students go out on campus and take pictures that represent the "math in the wild."

Template

alicekeeler.com/vocabscavengerhunt

Vocab

Have students create slides using the template of vocabulary from the unit. Students will enter the vocab word on the top of the slide. Tip to let students choose a selection of the vocab words from the unit.

The Hunt

Students can load the Google Slides app on their mobile device and insert pictures right onto the slide. Using the plus icon at the top, students choose to insert an image from the camera. They can resize the image or crop it to fit in the box on the template slide.

Description

Rather than simply copying a vocabulary word definition into the description box, students should demonstrate understanding of the concept.

Sample Hunt

Copyright secured by Digiprove © 2016

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Math Vocabulary Scavenger Hunt - Teacher Tech

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A fun way for students to learn math vocabulary is to ask them to go on a vocabulary scavenger hunt. Students go out on campus and take pictures that represent the "math in the wild." alicekeeler.com/vocabscavengerhunt Have students create slides using the template of vocabulary from the unit.

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Burger King is Bad at Math - Teacher Tech

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Burger King is Bad at Math - Teacher Tech

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I am at Burger King wanting to order french toast sticks. 3 french toast sticks are $1. 5 french toast sticks are $2.69. The meal with 5 french toast sticks is 4.59. Comes with a small coffee ($1) and a small hashbrowns ($1). What do you order?

One of the biggest game changers is that most of us (and our students) have a camera on our phones. An easy way to introduce real world situations to students is to get in the habit of taking pictures as you're out and about.

Copyright secured by Digiprove © 2015

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Burger King is Bad at Math - Teacher Tech

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I am at Burger King wanting to order french toast sticks. 3 french toast sticks are $1. 5 french toast sticks are $2.69. The meal with 5 french toast sticks is 4.59. Comes with a small coffee ($1) and a small hashbrowns ($1). What do you order?

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Ambiguous Sports Graph | Growing Exponentially

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Ambiguous Sports Graph | Growing Exponentially

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"Oh shit, I think I just changed my mind." -Student Today in class we talked about the above graph. For 45 minutes. One graph. And almost every single one of my students was engaged the entire time. Here's what happened... During the summer I attended an institute at Boston University on facilitating productive math conversations....

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Appetizers

Click here to see the handout to guide your students. Stuck on how to start? Start asking these questions during any math class or read about Heather's fine example of Math Discourse

ENTREE FAVORITES

3-Act Math

First time running a 3-Act? Check out this mashup worksheet with a script for you.
(Credit to Kaplinksy, Stadel, Vaudrey)

SIDE DISHES

Tech Integration

Musical Cues

Great TED Talks

Costumes

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Click here to see the handout to guide your students. Stuck on how to start? Start asking these questions during any math class or read about Heather's fine example of Math Discourse First time running a 3-Act?

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Would You Rather...? | ASKING STUDENTS TO CHOOSE THEIR OWN PATH AND JUSTIFY IT

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Would You Rather...? | ASKING STUDENTS TO CHOOSE THEIR OWN PATH AND JUSTIFY IT

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Would You Rather Math - ASKING STUDENTS TO CHOOSE A PATH AND JUSTIFY IT WITH MATH

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Teachers, sign up for my mini-workshop to learn about how to implement Would You Rather Math into your classroom routines. We will explore some sentence frames, what happens when things don't go as planned, how to use the prompts in a remote learning setting, and much more. See you there!

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Nearpod Lessons: Download ready-to-use content for education

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Nearpod Lessons: Download ready-to-use content for education

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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Amazon.com: Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching (9780470894521): Jo Boaler, Carol Dweck: Books

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September 11th: My Best Lesson - Set The Hook.

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September 11th: My Best Lesson - Set The Hook.

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"BEEEEEP. BEEEEEP. BEEEEEP. Whap!

My alarm went off in my gym locker-scented dorm room at Taft College, meaning that I needed to hurry to my 7:45 class. After all, it was my baseball coach who was my professor - can't be late to his class. The night before was a ton of fun in the dorms. We had returned from a fall baseball trip in the evening and the 4 hour bus ride had gotten to us, so we started a food fight. FOOD. WAS. EVERYWHERE. Knowing that we would be running for HOURS if coach found out, we cleaned up the oranges and spare parts of sandwiches, but the memory was still fresh in my mind. I walked out of my room and headed off to class, stepping over some orange splatter and a sandwich wrapper that must've been overlooked by our cleaning efforts. Oh well, I thought, I'll get it after class. Before I got out of the gate, Manny Rodriguez, the sophomore who we all loved and who was always laughing, yelled out "Hey Stevens, we're going to war!"

"C'mon man, we can't. Coach is already going to be pissed when he finds out about this. Last night was fun, but we gotta stop. I gotta get to class."

"No, get in here. We're going to war."

As soon as I got into his room, I saw the second plane hit the tower. Our lives haven't been the same ever since.

During my first year in the classroom, I asked students about 9/11 and they were dumbfounded. "Why would this matter to me", they thought, and I was taken aback. "What do you mean, why would this matter to me?! This is a part of our history! We all know where we were on that day, at that time, and... wait. You were only 8. Hold up - we need to talk."
DISCLAIMER: This is from my second year of teaching. There are faults. This is before I was blessed with the know-how to let students run wild with technology. This was before the fads and edutrends of edtech started, at least for me. This is before the iPad existed. This was what I knew to be the best way to teach.
The opening story above was my opening hook to my students on September 11th of 2007, my second year of teaching. The students knew something was up when I started class by talking. Usually it was a video, a picture, or a problem. Today, it was a story. I needed them to feel even the slightest bit of emotion that I did, and still do, even 14 years later. They were floored, the quietest the room had been all two weeks of the school year and probably the rest of the year as well. It was working so far.

Next, I handed the students a sheet of paper and told them to go find the answers:

At first, it may seem like I was trying to weasel some math into a history lesson. Or was it some history into a math lesson? Or was it a way to serve a conversation? Who knows. It was working.

After that, we watched some videos of the 9/11 media coverage:

Students worked in pairs to research and answer each of the questions from the handout, knowing a little bit more and feeling a little bit more emotion. By coincidence, the number of people who died was very comparable to the enrollment of the neighboring high school that most of the students would attend next year and many of them had friends and/or family currently attending. Because the students had no memory, no context, of what happened on September 11th, 2001, I had to create it.
"Imagine if one day, everyone at Cathedral City High School was gone. GONE. That's what those families still live with to this day."
Silence. It was working.

I knew some kids would get teary-eyed. I did. Still do. What I wasn't prepared for was Jose, the tough guy in the class who still hadn't figured out how much "I'm a bad ass" he needed to portray in the class that was merely 2 weeks old in the new school year. Jose kept pinching his fresh white Stafford t-shirt to his eyes, looking up in between pinches to reveal ever-reddening eyes, but not wanting to miss another picture, another moment. Something struck him like I never thought it would.

After the videos and the pictures, questions came pouring in, each one showing signs of emotion and desire to learn more, to feel more. They asked if they could look up more videos and I agreed, as long as they knew that there are ton of conspiracy theories that are completely unsubstantiated. Yes. Do it. It was working.

Two nights before this lesson, as it so often happens in my scattered brain, I was trying to fall asleep and a thousand ideas, thoughts, and memories flooded my path to REM status. One of them woke me up to the point of writing down an idea: "Talk to Lowe's giant scale model Twin Towers" was the note to remind me.

The next morning on my prep, I called the local Lowe's to talk to a manager. After explaining my idea to him, Rodrigo was more than happy to help. "Sure", he replied, "We can take care of you!" Wait, it was working?

After school, I went to Lowe's to pick up enough plywood, 2x4's, screws, wood glue, and electrical tape to create a 1:100 scale model of both Tower 1 and Tower 2. The students were tasked with asking their parents to give them aluminum foil. Our goal was to recreate the Twin Towers in a 1:100 ratio and we did. Over the course of 2 weeks following September 11th, 2007, we worked together to build those towers. The only work that I did was the work I was legally required (or was afraid of handing over to the kids) to do: cut and drill. They measured every cut. They held every piece. They carried and organized the entire event. They checked for accuracy. They split electrical tape in half and wrapped it around the towers to represent every floor of Tower 1 and Tower 2. They came in for hours each day after school to build two towers. IT. WORKED.

At the end of the project, we stood back and admired the work that we had done. A group of about 20 8th graders who were spending their second, third, and fourth weeks in school, were engaging in something that I hope that they'll never forget. To cap it all off, I tried really hard to get the local museum to take the towers and display them as a tribute. Unfortunately, for reasons unknown, they "didn't have room at the time", so we displayed them in the school multi-purpose room for a few weeks.

One of the qualities of a teacher is that, I believe by nature, we are a humble people. We don't seek praise or external affirmation - we get it from our students and our peers when we crave it. However, seeing the work that these kids did made me realize that it would be selfish to let it die there; the general public needed to see this. Being the careless second year teacher that I was, I called the district's PR contact person and told her about the project as it was winding down. She sent out a local newspaper to interview us, but the kids were really stoked to see the news channel come by with cameras and a reporter. IT. WORKED.
DISCLAIMER 2: They say some nice things about me. That's not why I'm sharing the video. At the same time, I'm proud of it. We worked hard and it felt damn good to hear those things come from a reporter. Wouldn't it be nice if more teachers were put in the media spotlight? I agree.

That was the first and last year of that project for reasons I still don't quite understand. It was a ton of effort. It was a ton of work. It was the best lesson I ever taught. We did similar projects every year after, but none as large in scale or time commitment as the group of students from 2007. I wanted them to walk away with compassion for those who died and an idea of the void that the vacancy of those towers have left on us. I have to believe that it worked.

Happy "Best Day Ever" Fishing

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"BEEEEEP. BEEEEEP. BEEEEEP. Whap! My alarm went off in my gym locker-scented dorm room at Taft College, meaning that I needed to hurry to my 7:45 class. After all, it was my baseball coach who was my professor - can't be late to his class.

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15 FREE Google Drawings graphic organizers — and how to make your own | Ditch That Textbook

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15 FREE Google Drawings graphic organizers — and how to make your own | Ditch That Textbook

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Ed Tech

Sometimes, we just need some help organizing our thoughts - students AND educators.

Paper versions of graphic organizers can do a nice job of that. But by making them digital in Google Apps, they instantly become customizable. Multiple people can collaborate on them in real time. They can be shared with a link, embedded in a website or downloaded as an image file.

In short, digital graphic organizers are more versatile.

In Google Apps, there's a highly powerful yet highly overlooked app called Drawings. It gives users a blank canvas where they can add text, shapes, lines, etc. When done, they can save their work as image files or PDF files and can add those images to documents, slides and spreadsheets.
Drawings can be the virtual page where students can gather and process their ideas.

I used to shy away from doing a lot of graphic organizers because it's hard to design them in Google Docs; the moment I learned that you could change the page set-up to 8.5 x 11 inches, my world CHANGED. Now I rarely use Google Docs to make *anything*; I use Google Slides by default because I can add more graphics and have better control of the overall configuration. - Amy Nolan, high school English teacher, Commerce, Texas

Creating graphic organizer templates with Google Drawings

As Amy mentioned above, Google Slides can be used to create these as well as Google Drawings. The difference - Drawings focuses on one single page; Slides has multiple slides, which allows for multiple pages.

I've created 15 of them (see links below) that can be copied, saved, changed, tweaked or completely redone to fit your needs and your students' needs. We have added 10 more that were created by the Ditch That Textbook community and shared with us for this post.

It took me about 90 minutes to make 15 of them so that averages out to six minutes each. (Some were more time-consuming than others, and I got faster at making them as I progressed.)

Sharing your Google Drawings graphic organizers
Once you've created a graphic organizer (or have saved one of mine), there are a few easy ways to get them to your students:

If you use Google Classroom, create a new assignment and choose the option to deliver a copy of your graphic organizer to each student.

You can copy the URL (link) to the graphic organizer and deliver it to students via a class website, SeeSaw etc. You can also make a shorter, easier URL to type with URL shorteners like Bitly and TinyURL. (Check your Internet filter to make sure your shortened URLs come through. I've found that TinyURL works in most schools' filters.)

Using the blue "Share" button, click the "Get shareable link" button and set the document as "Anyone with the link" at the top and "Can view" at the bottom. That way, students won't be able to change your original copy and will have to make a copy of their own.

PRO TIP: When you copy a URL (link) to any G Suite file, it probably says "view" or "edit" at the end of it. If you change that word to "copy", it will force whoever opens that link to make a copy of the file instead of opening your file. That's another trick to keeping your original version from being altered. (If you assign it through Google Classroom, you won't need to do this.)

Here are 25 graphic organizer templates that can be used for many different subject areas and grade levels.

Feel free to make a copy of any of these google drawings templates and adapt them for your own use:

Question: What other graphic organizers would be useful to create in Google Drawings? Can you share a link to a graphic organizer you've created so others can use it, too? Leave a comment below!

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25 FREE Google Drawings graphic organizers - and how to make your own

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Ed Tech Sometimes, we just need some help organizing our thoughts - students AND educators. Paper versions of graphic organizers can do a nice job of that. But by making them digital in Google Apps, they instantly become customizable. Multiple people can collaborate on them in real time.

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Investigating Small Group Conversations with @mathdiana - Teacher Tech

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Investigating Small Group Conversations with @mathdiana - Teacher Tech

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Small Group Investigation

Math teacher Diana Herrington has been utilizing Google Slides with her math students in some really innovative ways. Rather than initially providing students with a Sine graph she instead has the students work in groups of 4. A slide in the group activity slides sets up the investigation. Each student is given a different part of the Sine graph to investigate. Each student uses Desmos to investigate the Sine graph. Student A will investigate how the graph is affected by the coefficient. Student B will investigate how the graph changes with a coefficient for x within the angle. Student C investigates adding within the angle. Student D investigates adding outside of the angle.

Insert Slides

Each group has a copy of the Google Slides that contains the investigation directions. Students can then add slides to the group Slides during the individual investigation process. Taking screenshots. Using text boxes students can record their observations.

Job Alikes

After doing an independent investigation and making observations. All of the Student A's get together and discuss their findings. Investigating independently can result in some insecurity with their findings. Meeting together and having a conversation with the other students who investigated the same thing gave the students confidence that they really knew it.

Un-Job Alikes

Students then went back to their original group and had a conversation about their portion of the investigation.

Google Slides

Slides do not allow you to be too wordy. The slides can present the main idea to the student, additional comments can be put in the speaker notes.

Since the investigations and conversations are recorded in Google Slides it is easy to observe and insert comments during the process. Students are able to comment back, creating conversations with students.

Sample

This sample Google Slides is provided by Diana Herrington.

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Investigating Small Group Conversations with @mathdiana - Teacher Tech

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Math teacher Diana Herrington has been utilizing Google Slides with her math students in some really innovative ways. Rather than initially providing students with a Sine graph she instead has the students work in groups of 4. A slide in the group activity slides sets up the investigation.

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Copy of Designers, Directors, and Developers - Google Docs

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Copy of Designers, Directors, and Developers - Google Docs

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Teaching Math With Google Apps: Conversations in Slides - Teacher Tech

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Teaching Math With Google Apps: Conversations in Slides - Teacher Tech

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I have been 1:1 almost my entire teaching career. When asked "can you use technology to teach math?," I do not know how to teach math WITHOUT technology.

Using technology is a shift in thinking.

The wrong question is "How do I do exactly what I was doing before?"

Use technology to interact better with students.

July 29th Workshop

Join Diana Herrington and myself on July 29th in Garland Texas for our "Teaching Math with Google Apps" workshop. Register on Eventbrite.

Google Apps

One thing Diana and I encourage is using Google Slides .... a lot. Google Slides are essentially blank sheets of paper, you can do almost anything with Google Slides.

Go Slower and Deeper

Stanford math professor, Jo Boaler, in her book, " Mathematical Mindsets," states that doing a bunch of the same type of problem is not that helpful. While it seems counter-intuitive, rote practice does not help students to have a deeper understanding of mathematics concepts or to love math.

One thing that Diana Herrington does is has her students use blank Google Slides and for the students to choose THREE math problems. The students then need to model their thinking in the slides. Using Slides forces students to SLOW DOWN and THINK about their math.

Move to Conversations

She then asks students to have a CONVERSATIONS with her about their math. The assessment is not on the student getting the right answer, but instead that they engage in a conversation with her about math. For students to increase their critical thinking and understanding of math topics, they need to receive feedback and questions that further their thinking.

Google Slides is perfect for this. You can select elements of what the student has modeled and insert comments. The comments are not comments, they are opportunities for conversations. The students can reply back. We can not reasonably provide high-quality content on 30 x 5 problems a week. One thing Jo Boaler points out in her book is that students can do fewer problems when they think more deeply about the problems.

Move away from "show your steps" to instead "show your thinking."

Sample Student Work

This is a sample of student work used with permission.

Directions for Creating Projects and Conversations

Diana Herrington has created a document to help you have conversations with students using Google Slides. What she notes is that when students are receiving high-quality feedback that helps them to further their understanding, they choose harder problems. When the focus is on learning instead of getting the right answer students feel free to take risks and really dive deep into understanding math.

Link to activity directions
Copyright secured by Digiprove © 2016

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Teaching Math With Google Apps: Conversations in Slides - Teacher Tech

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I have been 1:1 almost my entire teaching career. When asked "can you use technology to teach math?," I do not know how to teach math WITHOUT technology. Using technology is a shift in thinking. The wrong question is "How do I do exactly what I was doing before?"