# data[].attributes.attachment_link.readable_text
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

1. How does Ms. Summers incorporate multiple learning styles into this lesson?

2. In what ways does the use of technology encourage strong collaboration?

3. How does Ms. Summers build off of her students' previous experiences with technology?

School Details

Impact Academy of Arts and Technology
2560 Darwin Street
Hayward CA 94545

Data Provided By:

Teachers

# data[].attributes.attachment_link.title
Enhancing Chemistry Basics with Technology

# data[].attributes.attachment_link.description
High school science teacher Kate Summers has her students work collaboratively to create technology-enhanced presentations on basic chemistry concepts. Students work in pairs to develop a chemistry lesson to teach to their peers. Each pair's presentation needs to have a visual, a handout, and an engaging interactive activity.

# data[].attributes.headline
Tech Integration for teachers new to ed-tech

# data[].attributes.subject
Tech Integration for teachers new to ed-tech

# data[].attributes.body
Two spreadsheets (see tabs at the bottom) of ideas from teachers about lessons to use to integrate tech into their classrooms

# data[].attributes.attachment_link.title
Tech Integration for teachers new to ed-tech

# data[].attributes.headline
SAMR Scale concepts - MS Ecosystem assignment

# data[].attributes.subject
SAMR Scale concepts - MS Ecosystem assignment

# data[].attributes.attachment_link.readable_text
An Ecosystem Example Middle School
- Substitution Tech acts as a direct tool substitute, with no functional change (Enhancement)

Students study various ecosystems through the use of computer simulations and by watching videos from various Internet sites on topics ranging from the Food Chain to the Water Cycle. Students, working in pairs, selected their "favorite" ecosystem and, after doing Internet research, made a PowerPoint presentation to class.

- Augmentation Tech acts as a direct tool substitute, with functional improvement (Enhancement)

After doing initial research on the Internet, students learned more about important concepts by working with several teacher-made " smart board" lessons. They manipulated symbols on the " smart board" to show how the Water Cycle, the Carbon Oxygen Cycle and Food Chains functioned. They collected images from magazines and scanned them into folders on their computers. The images were used in a Photo Story presentation to demonstrate their understanding of the important concepts in the unit.

- Modification Tech allows for significant task redesign (Transformation)

After an initial introduction to the major concepts in the study of ecosystems by their teacher, students identified "back yard" ecosystems and through these mini ecosystems studied the important concepts in the functioning of a balanced ecosystem. Working in teams, they recorded events and changes with digital cameras and camcorders using time-lapse when possible and feasible. They used digital probes to record fluctuations in temperature, moisture and light. They blog daily about the functioning of their system and recorded important information in a class wiki that their teacher set up so they could compare and contrast the changes in their ecosystems. For their final presentation they used a variety of technological tools including making digital stories, Glogster posters, and using " Scratch" authoring language to demonstrate what they had learned by creating interactive games, stories, animations or music.

- Redefinition Tech allows for the creation of new tasks, previously inconceivable (Transformation)

In this project students from communities that border the Lamoille River collaborate in a joint study to better understand how the river ecosystem has in the past and will in the future influence and impact their lives. Each participating school is made up of six to eight teams each in a collaborative study with students from the other schools. Student select topics that interest them, including recreation, history, pollution, commerce, etc., and view these through the lens of their impact on the river ecosystem, past, present and future.

Student teams join forces with employees of the the and scientists from a nearby college to identify and collect data on issues of importance to the present health of the river ecosystem. Teams meet weekly via the Departments of Fish and Wildlife & Natural Resources, Vermont River Conservancy Learning Network of Vermont video conferencing system with their experts and their lead teacher who is one of the teachers from the participating schools. Students communicate and collaborate using a Wiki. Individual teams meet regularly using Skype. Survey Monkey is used collect and record data about community members' use of the river as well as their attitudes about the care and health of it. Information is stored in a database where it can be analyzed and studied.

Students use digital probes, digital cameras and camcorders or other digital devices to collect data. They upload their images to Flickr and movies to YouTube so they can be shared with the public. In some communities, students set up a Voice Thread and invite community participation in collecting data and/or sharing their knowledge of specific issues related to the health of the river ecosystem. In other communities, students start a Ning social network on the river and invite community members to join in the conversations regarding the health of the river.

To assist in their research, the teams plot different points on the river using use GPS technology and enter it into Google Maps/Earth for visualization purposes.

Using a digital story format, students prepare presentations and recommendations to appropriate the Department of Natural Resources, state-wide committees as well as the appropriate House and Senate Legislative Committees who's job it is to be stewards of the river.

# data[].attributes.attachment_link.description
An Ecosystem Example Middle School - Substitution Tech acts as a direct tool substitute, with no functional change (Enhancement) Students study various ecosystems through the use of computer simulations and by watching videos from various Internet sites on topics ranging from the Food Chain to the Water Cycle.

# data[].attributes.headline
SAMR Scale concepts - HS Global Warming Assignment

# data[].attributes.subject
SAMR Scale concepts - HS Global Warming Assignment

# data[].attributes.attachment_link.readable_text
A Global Warming Example High School
- Substitution Tech acts as a direct tool substitute, with no functional change (Enhancement)

After reading in their textbook, listening to their teacher and researching in the school and town library as well as the Internet, students use Inspiration to organize their ideas and, using a word processor, write a report the impact of global warming.

- Augmentation Tech acts as a direct tool substitute, with functional improvement (Enhancement)

After researching in the school and town library as well as the Internet, students, working in groups of two, use an on-line Web 2.0 visual organizer such as Bub.ul.us, to organize their ideas. They co-create their report in Google Docs and invite their teacher to be an editor on the document. Once final edits are made, students publish their results in a newsletter format using Desk Top Publishing software and distribute it throughout the school.

Modification - Tech allows for significant task redesign (Transformation)

To obtain up-to-date and relevant information on Global Warming, students interview experts using the Learning Network of Vermont and Skype. They also use Survey Monkey to collect information on local attitudes towards the global warming issue. They devise a plan to collect data from various local sources they have identified as contributing to the global warming issue and use a wiki to share their data and plan their next steps in the research process. After analyzing the data, students post their results on the web and advertise in the local newspaper so the community is aware of their work and website.

- Redefinition Tech allows for the creation of new tasks, previously inconceivable (Transformation)

After searching for partners at the Center for Interactive Learning & Collaboration ( www.CILC.org), students work on a year-long interdisciplinary project in partnership with student teams in Canada, France, Japan, and Australia in a "mini competition" to create realistic and implementable plans to reduce the carbon footprint of their local communities. Using a wiki to share information and ideas, they work closely with local governmental officials, compromising as necessary, to make the plan realistic. Students partner with researchers at the local universities in each country as well as scientists who work for a major international company that is working on alternative energy resources that would lower a community's carbon footprint. Project participants create a presence in Second Life where they interact with each other sharing ideas and brainstorming possibilities. They create model virtual communities based on their shared ideas. Additionally, they use video conferencing (Skype, LNV) to meet regularly with their partner scientists and occasionally have the local governmental leaders in each of their communities meet to discuss common problems and potential solutions. Students create a video documentary of their work and post it on various sites such as YouTube. As a part of this collaboration students win commitments from their local governments to implement parts of their plans.

# data[].attributes.attachment_link.description
A Global Warming Example High School - Substitution Tech acts as a direct tool substitute, with no functional change (Enhancement) After reading in their textbook, listening to their teacher and researching in the school and town library as well as the Internet, students use Inspiration to organize their ideas and, using a word processor, write a report the impact of global warming.

# data[].attributes.body
Shows expected variation in a student video at each level of SAMR

# data[].attributes.body
Probably high school - students reviewed presentation alternatives - Prezi, Slides, etc - thorough, documented research followed by demonstration. A little confusing, but interesting "real world" research. (Find part 2 with additional explanation here http://www.mrslepre.com/2015/11/10/googlizing-a-unit-part-2/

# data[].attributes.headline
Middle School students & their teacher learn about blogging

# data[].attributes.subject
Middle School students & their teacher learn about blogging

# data[].attributes.body
Teacher and students learn about blog format , complete an assignment responding to a specific prompt (individual writing, but student pairs to discuss ideas and writing with during process). They participate in a classroom level editing activity and later learn how to read and respond to blogs posted by their peers. Lesson reaches MODIFICATION level

# data[].attributes.attachment_link.readable_text
ELA.RL.6.1

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-\x80\x9312

6: 6th Grade

1:
Cite textual evidence to support analysis of what
the text says explicitly as well as inferences drawn
from the text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RL.6.3

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-12

6: 6th Grade

3:
Describe how a particular story'\x80\x99s or drama'\x80\x99s plot
unfolds in a series of episodes as well as how the
characters respond or change as the plot moves
toward a resolution.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.6.4

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

6: 6th Grade

4:
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are
defined in standards 1-\x80\x933 above.)

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How does Maria go about learning to blog and teach blogging?

2. How does this lesson help students make progress towards Common Core standards in both reading and writing?

3. What scaffolding does Maria have in place to ensure student success with blogging?

School Details

George B. Armstrong School of International Studies

Chicago, IL

Teachers

English Language Arts / 6 / Teacher

# data[].attributes.attachment_link.description
Maria Perryman describes how she is teaching her students to use blogging for learning. First, Maria reached out to colleagues to learn about blogging and practice it herself. Next, she shared her blog with students and asked them to write practice ones on paper.

# data[].attributes.body
High school students read, analyze in a small group, present findings, fishbowl discussion, blog persuasive argument -- all activities to support one text and to stimulate learning. Could definitely be adapted into social studies classroom and with modifications and support could be used at middle school level. The tech piece is borderline modification but the series of activities is high level MODIFICATION. NOTE ADDITIONAL VIDEOS AT BOTTOM OF PAGE discuss lesson planning and post unit reflection / with administrator who observed lesson!!!

# data[].attributes.attachment_link.title
Evidence & Arguments: Ways of Experiencing a Text

# data[].attributes.attachment_link.description
Watch how you can do a literacy analysis with your High School students using evidence and arguments. This particular lesson covers the Common Core State Standards, specifically Key Ideas and Details, Production and Distribution of Writing and Comprehension and Collaboration.

# data[].attributes.headline
Collaborative writing requires preparatioon and conversation and LEARNING

# data[].attributes.subject
Collaborative writing requires preparatioon and conversation and LEARNING

# data[].attributes.body
High school students plan literary response essay. This lesson does not use GAFE. Conversation is very good, but when only one person writes at a time, learning time is lost.
One possible suggestion would be to have students choose different views and, in Docs, collaboratively write a response that discusses both views.

# data[].attributes.attachment_link.readable_text
ELA.W.9-10.1a

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

9-10: 9th & 10th Grades

1a:
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports
the argument presented.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.9-10.1b

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

9-10: 9th & 10th Grades

1b:
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports
the argument presented.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.9-10.5

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

9-10: 9th & 10th Grades

5:
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grades
9-10 on page 54.)

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How does small group discussion prepare students for their writing task?

2. What role does reading aloud play in the revision process?

3. How does this strategy make work more manageable and effective for both teachers and students?

School Details

Bronxville High School
177 Pondfield Road
Bronxville NY 10708

Data Provided By:

Teachers

# data[].attributes.attachment_link.description
Ms. Rosenzweig leads her Bronxville High School students through a writing process in response to Steinbeck's "Of Mice and Men." In small groups or pairs, students discuss their argument and evidence from the text before beginning to write their response. One student takes notes and writes their first draft during the discussion.

# data[].attributes.headline
Collaborative writing is not as easy as it sounds - high school

# data[].attributes.subject
Collaborative writing is not as easy as it sounds - high school

# data[].attributes.body
High School lass works through a collaborative writing assignment with teacher narration.

# data[].attributes.attachment_link.readable_text
ELA.W.9-10.6

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

9-10: 9th & 10th Grades

6:
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology'\x80\x99s
capacity to link to other information and to display information flexibly and
dynamically.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.11-12.6

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

11-12: 11th & 12th Grades

6:
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.

Download Common Core State Standards (PDF 1.2 MB)

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

1. What skills do students gain by using Google Docs?

2. How does Ms. Wessling foster the development of these skills?

3. Imagine using Google Docs in your classroom. What issues might arise?

4. How could you address those issues?

School Details

Johnston Senior High School
6501 Northwest 62nd Avenue
Johnston IA 50131

Data Provided By:

Teachers

English Language Arts / 10 11 12 / Teacher

# data[].attributes.attachment_link.description
High School ELA teacher Sarah Brown Wessling has her students use Google Docs when writing collaboratively. Sarah talks about how she teaches students to navigate the collaborative writing process and learn the etiquette of Google Docs. When students share their Google Docs with Sarah, she is able to assess their progress and leave comments for her students.

# data[].attributes.body
Video is high school chemistry but lesson described could be adapted to any curriculum

# data[].attributes.attachment_link.readable_text
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

1. How does Ms. Summers incorporate multiple learning styles into this lesson?

2. In what ways does the use of technology encourage strong collaboration?

3. How does Ms. Summers build off of her students' previous experiences with technology?

School Details

Impact Academy of Arts and Technology
2560 Darwin Street
Hayward CA 94545

Data Provided By:

Teachers

# data[].attributes.attachment_link.title
Enhancing Chemistry Basics with Technology

# data[].attributes.attachment_link.description
High school science teacher Kate Summers has her students work collaboratively to create technology-enhanced presentations on basic chemistry concepts. Students work in pairs to develop a chemistry lesson to teach to their peers. Each pair's presentation needs to have a visual, a handout, and an engaging interactive activity.

# data[].attributes.headline
Maine Township High School Migrates to Google Apps

# data[].attributes.subject
Maine Township High School Migrates to Google Apps

# data[].attributes.body
Using the full range of Google Apps for Education tools to enrich learning and teacher innovation, the schools have created a dynamic, collaborative culture. Students enjoy access to their work from school, home, or other places they work--thus taking learning beyond the classroom walls. And teachers can distribute notes online, make assignments, and easily track the participation of workgroups to build curriculum. (ENTIRE Case study available in PDF)

# data[].attributes.attachment_link.title
Google for Education: Case Studies: Maine Township High School

# data[].attributes.attachment_link.description
The switch to Google Apps has allowed teachers and tech staff to divert time they used to spend futzing with hardware and software problems, and direct that time to teaching and learning.

# data[].attributes.body
Leyden was able to create a more interactive and dynamic learning environment, as students received ongoing feedback during projects from peers and teachers through Google Docs. Students also connected to web-based video editing programs, mathematics applications, and more, both in the classroom and at home. (ENTIRE Case study available in PDF)

# data[].attributes.attachment_link.title
Google for Education: Case Studies: Leyden High School

# data[].attributes.attachment_link.description
As educators, it's our responsibility to prepare our students for their future, and we're on that path with Google Chromebooks for Education.

# data[].attributes.headline
Edmonton Public Schools builds collaborative learning with GAFE

# data[].attributes.subject
Edmonton Public Schools builds collaborative learning with GAFE

# data[].attributes.body
AUGMENTATION, MODIFICATION, & MORE - DISTRICT Since moving to Google Apps, collaboration has flourished across the district. Students and teachers are blogging about novels, working out math problems with Google Spreadsheets, sharing research projects and surveys using Google Docs, and creating sites with links, pictures, and videos with Google Sites. Sharing and collecting material is more seamless and efficient for teachers, who are also better able to track homework and assignments. Above all, Google Apps has boosted student creativity and their enthusiasm for learning and collaborating. (ENTIRE Case Study available in PDF)

# data[].attributes.attachment_link.title
Google for Education: Case Studies: Edmonton Public Schools

# data[].attributes.attachment_link.description
Several teachers have commented: Where has Google Apps been all my career? And for many students, Google Apps has resulted in improved learning and engagement.

# data[].attributes.body
MODIFICATION -- HS ELA
"The small conversations that occur when teachers shift the focus to consulting with students are beneficial. By leaving the front of the room, checking in, conversing, and consulting with students, teachers shift the paradigm of what it means to learn."

# data[].attributes.attachment_link.readable_text
I pull up a chair and join a group of students at their table. They're leaving feedback on each other's drafts, writing notes about writing that works well along with ideas for improvement. "What type of feedback would be most helpful?" I ask, knowing that if I want to check in with every student, I have only a couple of minutes for each conversation.

Sitting next to Jasmin, I lean over to see her screen and quickly scan what she's written while trying to figure out what I can offer to help her move her work forward. "These are really powerful ideas that you're beginning to investigate," I tell her. "I wonder if you can do more to draw readers in right from the beginning? You could open with a short descriptive scene as evidence of why this issue matters."

When I'm sitting next to Reggie, the conversation has a different focus. "I'm trying to understand what you're writing about. The first part of your paper focuses on the idea of literacy, but then it shifts to the experience with your family. How are these connected?"

With Kenny, our short conversation becomes a strategy session for him as an English-language learner. "I've noticed that you struggle with verb tenses. What do you need to do to submit a paper that doesn't have verb tense mistakes? How can I, and others, help?"

Moving Beyond Formative Assessment

As a younger teacher, I remember regular feelings of disappointment as I graded student work. Much of what students produced felt on the verge but hadn't yet come to fruition. One student found excellent sources but never fully developed a focus. Another began to develop powerful insights but would have benefitted from questions leading him to further clarify and develop his thinking. Sadly, my grading and realizations about what would help students usually occurred at an endpoint when they had no more attention or patience for work they had "completed." The written comments that I offered them were skimmed, if read at all.

Those of us who spend our days with young people know that teaching is an enormous interpersonal challenge and that student motivation and progress are often tenuous. Students have few reasons to invest themselves in their work and no reason to view learning as a collaborative act if they don't feel valued as individuals, as thinkers, and as creators. The small conversations that occur when teachers shift the focus to consulting with students are beneficial in the following ways:

1. They help build relationships.

2. They allow teachers to get a real sense of student progress and understanding.

3. They help teachers nurture emerging student ideas.

For good reason, there is a growing emphasis on formative assessment. While there's a place for small activities that allow teachers to gauge understanding, it's more crucial to make conversations with students a core element of classroom practice. By leaving the front of the room, checking in, conversing, and consulting with students, teachers shift the paradigm of what it means to learn. Several practices work to support the idea of teacher as consultant and help establish collaborative, participatory, intellectual communities:

Sharing Ideas in Process

By having students share their rough ideas and work-in-process with peers, everyone is exposed to the messiness of creation, and the process becomes a communal undertaking rather than an individual struggle. This process can be modeled by teachers and provides opportunities for collective feedback.

Seek to Understand and Support

Too often I find myself assuming that I get what a student is attempting to accomplish, only to realize that I misunderstood. By reminding myself to approach each student with the intent of listening and understanding, I strive to figure out their thinking before sharing my own ideas.

Decentralizing Authority and Knowledge

Consulting with all of my students is an enormous task and one that I could never do on my own. Fortunately, peer feedback is very powerful and assists students in taking ownership over the requirements of an assignment. When students peer review each other's work, I am able to move around the room and add to work that is already happening.

Finding Inspiration and Models

Consulting is most effective when it connects students with outside sources or model texts that help move their ideas forward and give them a clearer sense of what they can create. Remembering this reminds me to ditch the expert hat and instead act as a facilitator, exposing students to information that they might not otherwise find.

A Challenging Path

It's liberating to abandon the idea that I'll assign work, students will complete it, I'll grade it, and we'll move on to the next thing. Now I think of my role as showing students to the beginning of a path that they must explore for themselves. They're the ones who figure out their direction and the shape of their final destination. I'm there, waiting in many different places along the way, offering support, critique, and guidance. The learning is designed as a way of challenging students to examine new ideas, and ideally it results in students producing work that goes beyond their expectations of their own abilities.

It's important for me to remember that this type of work is challenging for people of any age. Whether they're learning from the stories of immigrants, investigating democracy, creating a video about their Education Vision, or developing ideas about literacy, my students need clear expectations, they need models, and they need feedback. Viewing school as a collaborative, creative process allows us to connect, to grow, and to truly learn from each other.

# data[].attributes.attachment_link.title
Conversing, Consulting, and Creating | Edutopia

# data[].attributes.attachment_link.description
I pull up a chair and join a group of students at their table. They're leaving feedback on each other's drafts, writing notes about writing that works well along with ideas for improvement. "What type of feedback would be most helpful?"