iPad Resources

Resources for iPad use

This is How to Use iPads to Improve Reading Skills, from Educational Technology and Mobile Learning

A concise list of just 6 easy-to-use apps for helping students engage with text in a variety of ways.

 

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Debate Collaboration

Over the past two weeks my students have been working in 2-3 person teams to prepare a Lincoln Douglas debate. Topics were student-chosen, and each team will face another team on debate day.

Students having iPads at hand was so efficient because they were able to electronically collect and save resource material on their own iPad for use in their debate outline.

Students have moved now to collaboratively writing their speeches using and sharing Google docs. Teams cluster around a table and, as they write, they are also reflecting about word choice, sentence structure, and, more importantly, relevance and strength of evidence.

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Flipped Classroom Resources

http://www.huffingtonpost.com/2012/06/13/flipped-classroom-models-_n_1594279.html
http://plpnetwork.com/2012/10/08/flip-love-affair/
http://www.pewinternet.org/files/old-media/Files/Reports/2013/PIP_TeensandTechnology2013.pdf
http://www.teachthought.com/trends/10-pros-cons-flipped-classroom/
http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Flip-Your-Students’-Learning.aspx

Additional reading:

http://flipped-learning.com/?p=1041

 

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Project-Based Learning in the Flipped Classroom

I’ve just started a UW-Stout graduate class entitled Project-Based Learning in the Flipped Classroom. Because I hope to use some of what I learn with my class this year, I’ll be periodically posting work I create in the class if it relates to what I’m doing at MGSH. This post is a brief analysis of what I’ve learned thus far about the Flipped Classroom.

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ShowMe update

Students need to use headphones.

Good idea to work in groups so two ipads were available–one for composition and one on which to view the instructions.

Snafu: Students were not able to send their ShowMe’s to me vie email. It asked them to purchase the app, which is strange because when I did this with my own personal ipad, I was able to send it to my google mail. I’m wondering whether this has to do with the fact that I created their accounts as student accounts. I will try to have someone create a new account and see if he is able to send a ShowMe through email.

Although the problem of sharing is not yet insurmountable, this type of issue is really frustrating. I’m going to back away from exploring use of new apps for a few weeks while I wind up the trimester and prepare for third tri.

 

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ShowMe and Google Drive labels

Today’s objective: set up a platform for students to use in reporting out their analysis of a character in The Crucible.

I decided to use ShowMe, so I created accounts for each of my students. I received email notification of each account, including username and passwords. They are long, so tomorrow when students log in I’ll have them change, using their school log-in info. Next I created my own ShowMe, explaining the assignment and modeling it. My audio/video didn’t turn out terribly polished but I have to admit was fun to create. Students will view this tomorrow prior to beginning work on their own. Here is my ShowMe.

Next I set up a new gmail account for myself so that students can send the finished ShowMe projects to me. I also created a Portfolio folder and within that, separate folders for each student. I hope to be able to collect digital artifacts for each student. This could lead to a valuable end-of-year reflection project for them.

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Progress toward learning!

The results I had hoped for are becoming a reality in my classroom, manifested by students fully engaged in learning and today sharing quality ideas. Backtracking a bit, last Thursday I used Kahoot!, setting up a contest-format review of The Crucible. Students loved the race to answer questions and see their standings when correct answers for each of the 28 questions was revealed. This competitive format had a downside, however, in that students were more interested in seeing who was leading than on amending their understanding by reviewing correct responses to the questions. My ATTPS coach, Bill Bauman, gave me information on how I can block that feature next time, which I will do. Overall, though, 100% of students were engaged in the review and it was an easy setup for me.

Today I used Google docs to have students brainstorm ideas on the following questions: Who are some heroes of the past and why are they heroes? How are some heroes of the present and why are they heroes? What are three criteria a person must meet in order to be considered a hero? This is in preparation for evaluating Arthur Miller’s John Proctor as a hero. Using Google docs on the ipad was more confusing than on the computer; we had trouble figuring out how to share the responses with me, and only four students successfully did so. However, after students brainstormed and recorded their responses in a Google doc I had them post their contributions on a “page” in TodaysMeet. This allowed students to see each others’ ideas, and more voices were certainly heard than is routine in the classroom. I have more students who are shy than outgoing, and one foreign exchange student who is not a fluent English speaker. This learning activity today was one of the most valuable I’ve experienced and I’ll definitely try it again. Thanks to Bill Bauman for connecting me with TodaysMeet.

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