Google Slides for ALL

Wow, another year has started already, and I'm trailing behind on some posts! I can't believe it! Coming into the new year, I want to focus on helping transform technology from "what it does" to "what it CAN do."

THIS WEEK - GOOGLE SLIDES!

While on the surface, Google Slides is great for presentations. You can add text, backgrounds, embed videos, add GIFs for a bit of animation, and easily include interactive questions through Add-Ons like Poll Everywhere and Peardeck.

What if you wanted to collaborate across the globe or the room? Google Slides allows many authors and a quick revision history for constant adjustments. So why would this tool not be perfect in the hands of students in classrooms?!

How can we transform this "presentation" tool into a something more?

1. Individual Task - Students utilize copy/paste to create combinations of ice cream scoops. This leads them to discover a pattern. This can be for 5th grade up to high school where the formal combinations formula is introduced. This task is based on Jo Boaler's tasks from YouCubed. This could be shared via Google Classroom where every student gets a copy. This encourages students to quickly visualize math while making observations. Lose the glue and scissors - lose the mess! Provide students individual feedback using the [Comments] feature.

Add a Bitmoji to make your tasks more personal!

2. Whole Class Task - Students look at 4 numbers or expressions to determine which one doesn't fit the pattern. Student select the slide color that matches the one they think doesn't belong, which allows the teacher to quickly view which one(s) the students picked the most. Since all students are editing the same Slides, encourage them to add a comment on another peer's slide to increase collaboration. Check out more puzzles on this site!

Use Master Slides to create templates for students!

3. Discussion Board - Students add a response slide to a prompt. You can add your bitmoji to show what you think of their response or have students do this. Encourage the use of comments to provide feedback from all peers. Use the Grid View to quickly see how many comments each slide has!

This is from an online PD, but same idea!

4. Graphic Organizers - Encourage lots of student reflection by quickly sending a graphic organizer to them. Each student can add a new one every time you need. Creating Master Slides allows them to pick from templates ready to go! This allows students to include images, text, links, and videos to synthesize what they've learned. Share it with students in Google Classroom so you can check progress and provide quick feedback. 

Want your own copy? CLICK THIS LINK!

Don't be afraid to see beyond the tech tool and try something new! Think outside the box, and challenge yourself to see new uses!

Navigating the Course

As I finished up Teach Like a Pirate by Dave Burgess, I found myself evaluating my previous lessons and how I used the hooks he mentioned and how I could improve the ones that needed what he calls "seasoning".

The lesson that I want to share is a topic in PreCalculus (used to be taught in Algebra 2) called Conic Sections. If you've ever taught it, you know it can be a beat down for students, causing (pun intended) circles to go around their head, which I find such a shame because it was my FAVORITE to teach.

All students love Play Doh!
(It really is the little things in life)

I loved how changing just a few numbers could affect the graph so drastically yet they were all related to each other in the smallest ways. I enjoyed that I could find all of them by simply slicing a cone differently at various angles. (The intro lesson I use for this unit involves students molding Play-Doh into a cone and using floss to make the various cross sections...yes, high school students go NUTS for Play-Doh!) The best part about this unit? It's usually BRAND NEW to students and I get to be the one who shares it! To watch them ask questions, and say "Oh don't you worry...that's tomorrow's adventure!" and "I love that you connected those ideas. Share that with your group, and if you'd like, with the whole class!" While the formulas can be a bit dull, it's the relationship between the equations that I find the most intriguing - and more importantly, the hidden applications they offer! One of the more interesting applications is to the medical field - whaaa?!?!

The lesson in particular that I enjoyed the most was about ellipses - the elongated circle if you will. I used a variety of Dave's hooks throughout and added some improvements so that teachers who were 1:1 could see how to integrate more technology! Although the hooks didn't really change the content, it made the presentation stronger and students were eager to learn - isn't that what we want?

Google Slides Exit Ticket

The "Hooks": Because the application I chose involved the medical field, all my hooks revolved around that!

• The Mozart Hook: As students were walking in, I had the theme song for Dr. House playing - "Teardrop" by Massive Attack
• The Picasso Hook: Students were given a half-sheet where they connected the intersection of the curves to make an "oval" shape. When they were finished, they measured various distances to discover the definition of an ellipse. You can also do this with wax paper using these directions.
• The Real World Hook: As an extension for that evening, students read up about one application of ellipses (lithotripsy - the process of dissolving kidney stones), solved the problem using the Chrome extension, and then had to find another application online. Curious about the application in further detail? Check out this site!
• The Costume Hook: A dressed up in purple (my school color) scrubs for the entire day.
• The Techno Whiz Hook (New Addition): As mentioned above in the "Real World" Hook, students solve a problem and did further investigating. Instead of doing this on paper and turning it in, they shared their thinking and solving on a collaborative Google Slides and their applications on a Flipgrid (WHICH IS FREE NOW!) 

The Challenge

Could there be even more hooks to include? Absolutely! I must say that when I was reading his book, I found some hooks were challenging for math, but had to ask myself, isn't that good?! I can re-imagine my lessons, re-think some strategies, and will encourage me to utilize the strengths of my team! How energizing, am I right?! Instead of teaching the same lesson, I get to "take the stage" with the content.

One of my favorite parts of his book was that it was content-neutral. He stresses that ANYONE with ANY CONTENT can teach using the P.I.R.A.T.E method if they just begin with an open-mind and a willingness to step outside of their comfort zone. He emphasizes that not every lesson will be success - some might even FAIL! And the biggest kicker - that it's OKAY! You get to try again the next day and even the day after that. I know I've had lessons that have fallen flat, and while discouraging at first, it lets my students see how I respond and how they too can respond when things don't work the first time. If it doesn't work, then it's feedback time! Isn't that a valuable lesson even if it's not content related?

"Hype" Up your Docs!

I've always been interested in the transforming powers that technology can provide. It can allow

students to learn at their own pace or even reach beyond the classroom walls. Students have the advantage to work with another student across the room without shouting or even across the world. The big question we ask ourselves is...How is this possible? How much time does this take to set up? What happens if they don't learn what they are "suppose to"?

I can answer honestly, I was worried as well. I was nervous to loosen the reigns, to let them explore at their own pace, to find the answers without me showing them myself.

So what changed?! - Welcome to Hyperdocs!

A Hyperdoc is a transformative, innovative Google Doc/Slide that is student-driven. Think of this as doing the guiding for you to free you up to assist students individually. You don't need to send them links and walk them through each step - let the Hyperdoc do it!

According to the Hyperdoc Handbook, before you start jumping in (or at least dipping your toe in), you should consider the following:

1. Consider your OBJECTIVE -- What do you want students to learn?
2. Select your Learning Cycle -- How do you want students to learn it?
3. Select your packaging -- How can this be presented?
4. Build a workflow -- Will students know what to do?
5. Design your Hyperdoc! -- Do you want a Google Doc or Slides?

What transforms a Google Doc to a Hyperdoc?! Ask yourself these quick questions.

1. Is it interactive or static?
2. Is it student-driven or you-driven?
3. Is it personalized or will each student give the same answer/product?
4. Does it encourage collaboration or is it individual work?

Biology Example (Google Slides)

Creation can be daunting. The "where to start" or the "how do you know what to include"? This is where you, yes YOU, come into play. Grab your content and go beyond what you see. Is there a quick video they could watch? Is there a way for students to collaborate on the notes? Can students create something to show their learning? Feeling stuck - no worries!

Below I have some resources that I have found helpful. Some include templates, example lessons, helpful sites, and even some tutorial guides to help you get started. 

Tutorial Guides/Sites:

• Making Hyperslides - Google Slides
• Using Canva - Google Slides
• The Hyperdoc Handbook - site

Favorite Tech Tools to transform your Doc/Slides:

1. Flipgrid - create a topic where all students can create a video response.
   
2. Padlet - create a digital post-it board where students can type, draw, insert links/pics, add video notes, and much more.
3. EdPuzzle - create an interactive video with questions at any point!
4. Google Forms - create a survey or quiz where data can be instantly analyzed.
5. ClassHook - find educational videos ready to use for any content to get that "hook".
6. InsertLearning - a Chrome Extension that makes any website interactive.

Content Examples:

• Algebra 1 - Complete the Square
• Algebra 2 - Intro to Transformations
• Biology - Mitosis v. Meiosis
• Check out LOTS more on the Hyperdoc Handbook Site

A "functional" Transformation

One of the biggest topics in a secondary mathematics class is function transformations (horizontal/vertical shift, compressions, stretches, etc.) Usually students will memorize the rules rather than understand the reasoning. I needed a way to enhance the lesson to allow students room to investigate these concepts and draw their own connections and conclusions - time to spice things up with technology!

Topic: Intro to Transformations

Essential Question: How can I transform ANY function?

Materials:

• Desmos Activity - Make a copy if you'd like to make some adjustments! (link)
• Student Notes - Google Slides (link) Click [Use Template] to make your own copy in your Google Drive.
• 1 device per 2 students - I recommend a Chromebook/computer.
• Recommendation: a Google Classroom to share the notes with each student.

Student Notes (Google Slides) Preview

Teacher Notes:

1. Assign the notes in Google Classroom where each student gets a copy.
2. Go to teacher.desmos.com. If you don't have one, create an account! I recommend with a Google Account to make the sign-in easier.
3. Open the Desmos Activity (Intro to Transformations) above. 
4. Click on the teal [Create Class Code]. This will need to be copied on Slide 1 in the Google Slides. This is how students will access the activity.

   

   Desmos Activity (Preview)

5. Students will partner up and bring their computer/Chromebook. Each student can login so that everyone answers the activity questions and can take screenshots to add to their Google Slides for their notes.
6. Encourage students to take their time exploring each transformation carefully. They may struggle understanding shifting left and right. I related it back to the distance formula - (x - 3) moves RIGHT 3, not LEFT. 
   
7. The Exit Ticket/Reflection piece is on Flipgrid. Create a TOPIC in Flipgrid where students can respond.
8. TIP: I created a topic for EACH UNIT in my class so that students could see how their questions and reasoning improved as the unit continued. 

My Reflection:

• Since the remaining of the year (and future mathematics courses) depended on this lesson, I felt strongly about student exploring it on their own. I tried teaching the rules one year and it only set them up for failure later. 
• I'm currently reading Shake Up Learning by the infamous Kasey Bell of Texas. In her first couple of chapters, she stresses the importance of integrating 21st century skills into as many lessons as possible - hence, shake things up! Students will be asked to analyze critically and shoving rules in their faces wasn't accomplishing this and was NOT preparing my students for their future careers. Careers where thinking on their own and creating their own connections would be a requirement.
• One of my biggest fears with "shaking up their learning" is that my students won't learn the concepts "correctly". What if they misunderstand and I don't catch it?! In my mind, technology allows me to assess formatively more often, therefore I can check understanding frequently. When my concern of "learning incorrectly" snuck in to my mind, I forced myself to remember Jo Boaler - making mistakes is a learning opportunity. Even more so, making mistakes will make their brains grow. 

A "Random" Post?

What is "random?" What does it mean mathematically to be "random"? Ask any person to pick a "random" number, and you'd most likely discover a pattern...wait, what?!

In Statistics and Probability units, students think they understand how random events work. They think they are sincerely selecting random numbers when asked. Funnily enough, this concept can be quite vague. In a previous post, I shared a lesson to help students understand the Law of Large Numbers.

In this one, I want to share a lesson where students understand when they pick a "random" number, it truly is NOT random. My goal with this lesson was for students to discover this definition by using inquiry. Students discover patterns and come to the conclusion that we don't actually pick "random" numbers - quite hilarious when you watch their eyes enlarge at the end of the activity.

Why I used technology:

• Students are engaged by using their own sense of intuition and curiosity. 
• Google Sheets allows them to quickly graph the the class information and find averages without the hassle of too many steps.
• Students log their observations on Google Slides, which they can reference later. 
• All links and materials students will need are in one location - Google Classroom on the Slides.
• Students choose which graph they want to use and explain their choice.
• Teacher can access all students Slides in Google Classroom and provide comments to students work without taking extra materials home.
• Students create their own examples instead of being handed them. To me, this allows the learning to be their responsibility.
• By sharing out definitions on a Padlet, students can share their thinking using various methods (text, picture, GIF, voice note, hand-drawn picture). 
• Students vote on their favorite definitions to develop the best one.
• Ultimately, this enabled the lesson to be student-centered!!

Topic: Simple Random Samples

Essential Question: How can I create a sample of items that is truly random?

Materials:

• Google Slides - Student Notes (1 per student)
• Google Sheet - Student Notes (1 per student)
• Google Doc - Federalist Paper word breakdown (1 for all classes)
• Padlet - create a padlet using the "Wall"style.
• Forensic Linguistic Article (link)
• Simple Random Sample Site (link)

Lesson Outline:

1. Warm Up: Students read a quick article about forensic linguistics using the link on Slide 1. They write what was surprising to them and how math was helpful in discovering the truth.
2. Activity: What is your Pseudonym? Students investigate the Federalist Papers to show how finding the average word length can determine authors. In this activity, students select their OWN 5 words they believe would best help them find the true average word length of the passage.
3. Students gather all the class data on the Google Sheet. Each student creates a graphical display of the data.
4. Now students use their calculator to select the 5 random words and calculate the average word length. Similarly, students gather all the class data and begin to compare the two rounds.
   
5. Expand: Students expand on their knowledge by investigating what a "simple random" sample is and create their own definitions to share on a class Padlet. 
   
6. Encourage students to vote on the definitions they believe are the best. Ask students to find pictures online as well or draw something they can take a picture of and post. 
7. IDEA: Have students grab a partner and submit one answer per team. If you want to keep their names, the definition that the class likes the most could win some prize?
8. Exit Ticket: As a closer, students fill out a Frayer Model with the formal definition, a picture, an example, and a non-example.

Take-Aways:

• When students developed their own definition, they could remember the concept at a deeper level throughout all the units following.
• Gather their examples (from Google Classroom) for the next day as a practice activity. Have the students organize the examples into 2 categories (Good/Bad) to see what they've learned. Discuss examples that students had difficulty classifying.
• Introduce other sampling methods as a follow-up activity. Students can compare and contrast the various methods and when to use each one.
• Students can find articles where simple random sampling has been used or why it was not used. 
• Check out the Mythbusters clip below where they check if yawning is actually contagious! Did Adam and Jaime use a Simple Random for their experiment?!

Challenging our PD!

After reading Chapter 8 of Carl Hooker's Mobile Learning Mindset (for coaches), I had lots of ideas for our professional development - mainly interactive learning challenges.

These challenges involve "no direct training on actual technology and apps" but "every challenge requires technology" (82). Teachers are organized into teams and there are various challenges throughout the day/conference/time. Teams all have a teacher who is considered "high tech" as well. The example Carl provided had 10 TOTAL challenges that teams could pick from varying in tasks: create..., listen..., draw..., eat..., etc. I think it would be cool to have teachers submit their challenges either on a Padlet or even through a Google Form (that way all the links are in one spreadsheet). His argument is that if we desire our teachers to create a student-centered lesson, why not model this in our professional development?! 

Some concerns that I will address with my team are:

1. How can we share new, up-coming apps to teachers?
2. How can we support teachers who would like the one-on-one tutorial?
3. How can we empower our teachers to create something similar if they believe it "takes too long to make"?
4. Could we run these challenges (one per semester) for teachers to earn PD hours?
5. Could we have teachers pair with other campuses? Create a Google Classroom for all these challenges?

Created in Canva

One of my favorite parts of the book that caused me to pause and reflect was The Learning Pyramid. It made me breakdown previous sessions that I've provided and I came to the conclusion that a lot of my sessions were more passive - OH NO!! I think when we create PD that is more passive, teachers may not see the actual value of the technology or ideas that we present. We aren't providing them time to play, create, and brainstorm with their peers about what we're showing them! How can we expect them use this technology effectively if we don't provide them this time?!?

Based on Chapter 9-10, I have some additional thoughts moving forward, especially since our Elementary schools will be getting class sets.

• Provide opportunities for parent education/parent nights to address concerns
• Promote the learning of every technology staff member - how can I continue growing in my coaching skills and my technology competence?
• Identify staff members that have a desire to incorporate technology meaningfully by meeting with admin and instructional coaches
• Create campus-specific PD opportunities ('Appy Hours)
• Continue using FutureMe to send monthly goals and reflection questions throughout the year.

My BIGGEST take-away from this book: MODEL WHAT YOU PREACH!

My #BookSnaps

The TPACK Stack

For my second post about my book study with "Mobile Learning Mindset", I want to focus on the following: how can I adjust my coaching skills and presentations to take into account the TPACK model and share some ideas I have for new PD opportunities.

Carl mentions that teachers need time to change and that "in some ways, this slow and steady goal [creates] a lifestyle change" (p.45). Unfortunately, if teachers are rushed or feel like "technology integration" is a buzzword for the year, they may see this as temporary instead of staying in it.

As a coach, I know my role should include the following:

1. Provide scaffolds of support to Ts
2. Help Ts identify small "baby" steps to help them "walk" before they "run".
3. Model technology integration throughout presentations and trainings created because "every training is an opportunity to model effective tech integration" (p.63).

I know I've been to multiple "sit and get" sessions and I walk away feeling more curious about how it would look in my class. Two summers ago, I went to an AP Statistics Institute where the presenter modeled lessons and I was on fire about teaching that class. We actually did the activities we would use in class and then he'd provide extensions as we debriefed each one afterwards. Carl encourages presenters to allow the teachers to experience "the standpoint of the student in their classroom." I think if they see the benefit and an example in a presentation, they have a reference and can see how exciting devices can be in their classroom if used in conjunction with content and pedagogy.

How can I modify and enhance our current PD in the district?

Maybe what the could look like?

• Develop more trainings around MR part of SAMR
• Run a monthly Twitter Chats to encourage Ts to reach out to not just their peers at their campus but globally as well.
• Create online courses (taking notes over how this book study is run)
• Provide monthly "Appy Hours" to my campuses that are geared toward specific, campus needs - use Google Forms to get ideas from the campus
• Encourage teachers to share their successes/failures at the start of the technology trainings (perhaps anonymously to help Ts willingly share)
• MY BIG IDEA: Creating digital badges for our technology website (Teacher Corner) based on the Ed Tech Tool category. Then create a digital directory so Ts can reach out to those on their campus or their content area district-wide for support using tech tools successfully. Each badge could even have 3 levels based on how many tech tools they've used and require a reflection piece. Furthermore, admin could have a minimum badge requirement or minimum level requirement.

Check out Chapter 5-6 Booksnaps!

  

I brainstormed for this blog post using MindMeister! It's one of my favorites. Here is my mindmap!

Why I love it:

• Includes icons, emojis, and symbols
• Easy to organize your thoughts with various templates
• Customize the bubbles and text
• Can sign in with Google!