Wednesday, September 25, 2013

If I Were on a Desert Island With My Students...

...these are the 3 Google apps I could NOT live without.

PS - Your island would also need Internet, wifi, laptops, smartphones, tablets, AND a way to charge everything. So... yeah.

Number 1: Feedly


Available on iPad or Google Chrome, Feedly seemlessly transferred my Google Reader RSS over and allows me to view the musings of my PLN (which includes ed techies, history geeks, and colleagues from Reading, MA) in a much sexier format.  This means I'm not just keeping up with their thoughts in 140 characters or less via Twitter, I'm getting their fully developed philosophies and stories delivered to me day in and day out.

Additionally, since working with Steve Olivo on a middle school team I've decided that the best way to hold students accountable for their writing is to have them blog.  They are publishing their work to me, each other, and the world.  What better motivation to build a portfolio that tracks one's own progress?  They may not realize that they are building an online portfolio when they create the blog at age 13, but when they look back as 16-year-old sophomores they are astonished at their own growth over 3 short years.  Feedly is an easy way for me to read their writing every day from my classroom laptop or from my iPad while I sit in the Social Studies Department room sipping coffee during my prep period.

Number 2: QR Code Generator


A QR reader and creator is essential.  The fastest way for students to access your in-class presentation, an online video clip, a scholarly article, or just about anything else you can think of that can be digitized is via a QR code.  I've also used QR codes to build parent interest at Back to School Nights (see the sample above).  They look fancy hanging around your classroom when administrators "visit" too!

Ok, so if the public relations approach doesn't appeal to you, how about a quick way to answer the daily question: "Mrs. InsertYourNameHere, I lost the sheet. What am I supposed to do?"  Your answer would involve pointing to a posted QR code.  Student scans said QR code.  Directions magically appear on student's smartphone screen.  Game over.

Number 3: Quizlet


The basics of any unit in any subject area can only be absorbed by students if they have acquired the vocabulary to discuss the information.  Recently, when teaching the Protestant Reformation, I felt like I needed a fresh way to teach vocabulary words like indulgences, heretic, excommunicate, and recant. Enter Quizlet.  I type in the words and definitions with context.  Students enter my room, log into Quizlet and start playing games on their phones/tablets/laptops.  15 minutes into the class period and I've taken attendance, checked homework, and even caught up on a couple of emails in the midst of peace and quiet.  I ask them to pause their games and start telling the story of Martin Luther, asking them to fill in the blanks with the meanings of the words I'm using and THEY CAN DO IT! Nuf said.

So, yeah, there are a few more apps I can't live without both personally and professionally.  These three Google Chrome apps are clicked almost daily, though.  They make my day go more smoothly.  They help my students submit and access information faster.  They let us, student and teacher, get to the real business of learning and teaching.

Tuesday, September 17, 2013

Looking Back at My First Backchannel Experience

OK, so the title is a little bit of a misnomer.  I have been a part of several backchannel experiences at professional conferences.  However, I've never invited my students to backchannel during my class.

What is Backchannel?
According to the TodaysMeet website.
I've enjoyed contributing to and learning from these audience insights in the past.  However, I've never invited my own students to backchannel while we were in the midst of a class activity or discussion.  After looking at a few backchannel platforms, I decided on TodaysMeet.  I was especially inspired by Richard Byrne's post on his blog Free Tech 4 Teachers.  So, here is a reflection on my first forays into backchanneling in my own classroom with my own students.  Both attempts involved documentaries.

Attempt #1: Honors Sophomores and the Industrial Revolution
Students at this particular age and level tend to be eager to participate and prove to their teacher that they are working to understand the material.  They watched an 18 minute Discovery Streaming documentary on the origins of the Industrial Revolution in Great Britain in the late 18th and early 19th centuries.  The most obvious reason for viewing the short film was for them to learn content, but we are also constantly working to teach them to recognize bias in primary and secondary sources. So I asked them to take note of statements or ideas that were presented in a positive and/or negative light in the film.  As a result, they learned material while evaluating the utility and limits of the source.  After the experience was over about half of the students reported that they enjoyed the extra brain work while half reported that they found it difficult to attend to both the documentary and the backchannel conversation.

Attempt #2: Strong College Prep Freshmen and the Medici
Freshmen are still struggling to find their way around the school and around the social and academic structures of high school in mid-September.  As a result, much of their daily allowance of brain power is spent on high school survival.  As their teacher, my challenge is to help them learn new historical material and critical thinking skills under these conditions.  I found the most interesting documentary (with dramatic reenactments and suspense) on the flowering of the Renaissance in Florence, Italy.  I previewed it and found a 40 minute segment that was valuable for our purposes.  Instead of handing out a sheet with a list of questions and space for note taking, I set up a TodaysMeet and told the students I would post questions to our chat every 5-8 minutes.  Their job was to respond as they heard details from the film that might help answer the questions.  Here's what happened:

  • They were too shy at first.  I had to pause the film and remind them that they weren't being graded on the chat, it was tool for me to make sure they were learning what I was hoping they would learn.  The shyness faded.
  • They posted repetitive answers.  I had to pause the film to coach them in online chat etiquette and avoiding redundancy.
  • They went silent.  There were questions I had prepared thinking that the answers were obvious after viewing specific portions of the film.  I was wrong. I posted more probing questions.  Sometimes that worked and they seemed to kick in with the chat they way I'd hoped.  Other times I had to (once again) pause the film and explain the details they'd missed.  To double check on their understanding, I asked them to add those details to the chat.
Follow Up Check For Understanding
In both instances I recognized that there was a need to assess student understanding one more time before moving on.

For the sophomores, this translated to a class discussion that we referenced several times over the subsequent classes.  We compared other sources with other perspective to the point of view represented in the Industrial Revolution documentary they viewed.

For the freshmen, I assigned a short blog post.  They used the transcript of our chat (only available online until October 13 before it expires) to write a summary in their own words.  They also embedded the video itself into their posts.

Final Reflection
In some ways, the experience was a success.

  • I was able to pinpoint immediately which ideas my students were able to digest and which ideas they were missing so I could compensate with my teaching.  
  • NO ONE had heavy eyelids or was dozing off during the screening of the films.  High school students are notorious for this.
  • Students reported that they preferred looking back at the backchannel transcript rather than relying solely on their own notes.
In some ways I have some work to do.

  • I need to do a better job establishing backchannel guidelines before chats begin so that I do not have to interrupt the flow of the film/lesson to address etiquette issues.
  • I need to find the right balance between letting students speak freely in the backchannel and providing enough structure so that it is a learning experience.
  • My students need to get used to the idea that it is OK to be chatting with one another on their phones while in class under these circumstances.  They seem to be OK with tweeting and texting from their couches while watching TV at home, but they have a totally different set of mores in place when it comes to a film in the academic classroom.
Even though the experience included some bumps along the way, I'm looking forward to trying it again in my classes.  Backchanneling is already a major part of social media.  If we, as teachers, can harness that as a way of assessing student understanding we are doing a better job of meeting our students where they already are.  I know some will think that backchanneling in class is a bad idea because students are, by definition, distracted while participating.  But when properly utilized I truly believe it can be valuable for both teacher and students.

Monday, September 9, 2013

I'm Not Saying I Doubt Your History Teacher Prowess...

Sure, you could find some of these primary sources by Googling them.  Sure, you could come up with a few of these lesson activities on your own.  Your bright, experienced, and you know what's good for kids.

But this stuff is reeeeeally good.  Like, it's a veteran history teacher's dream. 

Go ahead. Give them a try.  Just a peek.  You'll be hooked too.

Reading Like a Historian is published by Stanford University and has primary sources embedded in short analytical and engaging activities.  Instead of just asking students what a source says, they are asked deeper questions about the value of the source, the motivations of the authors, and so much more.  This a better source for U.S. than for world history teachers, but what is there will elevate the conversation in your classroom.  I also can't stress how interesting the sources are.  Not your typical text book appendix stuff.  Worth a visit and the time it takes to sign up for a free account.

Historical Scene Investigation is published by William & Mary and the University of Kentucky.  The hook to this website is that students are faced with a "crime" and they have to find out who is guilty.  The best way to present H.S.I. to your students is for them to go online and visit the website themselves.  Even my fourteen-year-old freshmen have been able to carry out relatively complex analysis because of both the interest generated by the crime scene hook and the excellent structure provided by the lesson resources on the H.S.I. website.
The Library of Congress Teacher Resources page provides lesson plans, primary source sets, activities, presentations, and a lot more.  Their boundless resources are searchable by Common Core standard and historical era, but my favorite way to look is just browsing.  I always end up bookmarking for future units.  The primary sources are without compare.  I don't always love the lesson plans, but with a little tweaking they are engaging and powerful.
The Gilder Lehrman Collection contains rare and interesting sources with excellent contextual information and questions that will make your students consider uncommon perspectives.  I'm looking forward to using Bartolome de Las Casas pamphlet on the subjugation of Native Americans by the Spanish colonial settlers from 1550 with my freshmen classes later this fall.  Create a free account. Explore. You won't regret it.


For real. While your catching up on Boardwalk Empire/Game of Thrones/Mad Men on your DVR on the couch tomorrow night, browse these sites.  You might just re-plan your next unit!