If you want to see the original infographic, click this link: http://www.knewton.com/flipped-classroom/
Created by Knewton and Column Five Media
Advanced Google Search - Finding Reading Levels of Resources
I'm going to disturb and unsettle some Library Media Specialists here for a second (I'll redeem myself in a bit), so please stick with me.
Most people think they generally know how to search the web. In fact, some of us think we are pretty good at searching the web and finding valuable resources. However, when you look at the tricks and tips most of us actually employ to complete those searches, it's actually pretty unimpressive and without much strategy. Sadly, those unimpressive search strategies are the exact same strategies we "relay" to our students if educators don't take a more progressive view of systematic digital resource research.
The harsh reality is that most of our searches start with Google. And so do most of our students. While we may wish they started in databases (or at least proceeded to them in deeper research), they typically do not. I challenge all of you who have the luxury (sadly it has become that in so many schools) of a Library Media Specialist available in your building to help you rethink that approach when teaching research to your students. These folks are experts in this area and can really jump start some high quality ideas and lessons that will be invaluable to your students today and in the future.
Let's say, though, that we were to stick to Google alone. Did you know that Google has an Advanced Search feature that really drills down into some focused and interesting results.
I'm going to let another Waukesha instructor, West's Mark Grunske, share his nifty little tip about using Google's Advanced Search to find appropriate resources on the Internet based upon the reading level. As you visit Mark's blog, you'll see the details of how to do this. Go and try it yourself. And in doing so, you'll see lots of other Advanced Search options that may make you see how valuable having a little bit more systematic, advanced search strategies (even in Google) can be in finding the digital information you REALLY want!
From Mark Grunske's blog:
"This month's Google tip deals with finding appropriate readings for students at different reading levels........
When I first saw this trick, I immediately thought of all of our work in AO as well as the current leveling in Science and the similar changes coming to English and Social Studies............To search Google for sources sorted by reading level all you have to do is the following......."
Read the rest of the article at Mark's blog - Google, Gadgets, and Grunske - Reading Levels.
And again, visit your Library Media Specialists to start exploring how we can teach kids to be better "seekers" and "finders" of information. In a world where everything is digital and the accessibility to information continually explodes, these critical skills are as an important as being able to read the resources once our students have found them.
Shrinking the World for Middle School Students
With a great idea, a lot of passion, and the daring willingness to try something new, the seemingly "impossible" has become a reality, and has made a very clear impression on some of Central Middle School's students.
Through the use of Skype, a popular video conferencing solution, Ann Zindler's Readers' and Writers' Workshop students were able to make a deeper connection to an author they were studying in class -- an author who just happens to live in the United Kingdom.
"[On December 4th], seventh grade students at Central enjoyed Skyping with the author of one of our literature circle books, Payback. Rosemary Hayes, at the request of four of my students, spent about 40 minutes chatting from Cambridge, United Kingdom with our kids who read her book. [The students] prepared several questions and took turns speaking with her about her writing process and passion for writing, her research, and specifics about the characters upon whom she based her novel," Zindler said.
The technology used to accomplish the task was fairly standard and simple to set up. Zindler installed Skype on her school desktop computer. Using the document camera that Zindler uses for other classroom instruction as her web cam, and using a fairly inexpensive set of computer speakers and microphone that was available from the Central library, the stage was set for the event.
The real work, though, was done by the students. They were responsible for reading Hayes' book, discussing the work through the structure of a literature circle, and then preparing questions and comments for the author in advance of the actual Skype call. All were critical elements in preparing for the actual meeting with the author.
And how did the kids feel about the opportunity to interact with an author? Here is the collective reflection from Zindler's students: Wendy F., Jesica C., Kelsey N. and Brianna O.
"Meeting an author can be a once in a lifetime chance. When Ms. Rosemary Hayes, of Cambridge, England, author of Payback, asked us if we wanted to meet through Skype, first we were surprised she even answered our email. When we opened the email that she sent us, we literally started jumping up and down.
"Meeting her was amazing. Some of us have met other authors, but hadn't even read that particular author's books before meeting him or her, so we didn't get as much out of it. Since we had read Ms. Hayes book we had many questions and so did other kids who had read the book and joined our Skype. After we were done and all of our questions were answered, I understood the book a whole lot more and understood why she wrote it the way that she did. It's an amazing way to meet an author."
Like any technological tool that can be used in the classroom, the effectiveness of Skype to connect with the author is directly related to the quality of instructional planning and delivery by the instructor, and the commitment and engagement of the students to embrace the opportunity. As Zindler and her students have demonstrated, the proper infusion of technology into the classroom can make for some unforgettable experiences for our students.
If you are interested in learning more about how to Skype an author in your classroom, view the Skype an Author network website: http://skypeanauthor.wetpaint.com
Creating digital resources, not just curating them
I just read an article that talks about the next generation of smart phone technology (I know, some of you still haven't found a need to even consider purchasing this or the last generation of smart phones...trust me,I get it!).
The author presented the concept that our future iPhones and Android phones will serve more as a digital assistant than just a phone. A relationship develops between the user and the device as the device begins to understand uses, locations, communication patterns, listens in to assist with note taking, etc. The device begins to take on these tasks for us, curating information from our daily lives without much input or energy expended by us.
Perhaps that is all well and good, but the concept gets under my skin a bit. I believe there is still something to be said for having to dig in and do! Here is my concern.
The information revolution we live in already makes access to knowledge and data instant and painless. However, it is still our work to both make sense of that information and to assist in the work of creating some of that information (uploads to YouTube, Flickr, and edits to Wikipedia exemplify this information contribution we partake in). I already see a concerning pattern of disconnection by people who gather digital information and resources very efficiently, but who fail to dig into those resources to consume, process, and learn from them. It is akin to hoarding of digital resources - they collect the resources but with little purpose or outcome in mind for them.
Consider, then, if the technology could learn what you wanted it to collect for you, at least in the way of digital resources. This simple shift in "process" truly ratchets up the likelihood that most of us may elect to simply overlook these digital resources, knowing we have access to them if/when we need them. Therein lies the problem! It is in the review of these resources that questioning, inquiry, puzzling, brainstorming, and innovative thinking happens. I worry about this shift, as it creates greater opportunity for disengagement from the resources that help us generate our own thoughts and feelings on issues and topics.
We cannot stop the march of technological innovation, though, so what are we to do?
I wonder if the answer is in encouraging and teaching people to be content creators. It is because I write two blogs that I value and genuinely read blogs written by others. It is because I create tutorial videos and place them on YouTube, that I watch and evaluate the quality of other tutorial videos on YouTube. It is because I work diligently to mantain a high quality of posts and resources in my social networls that I critically evaluate and utilize rhe resources placed in those networks by others.
There is a natural element of appreciation for the work of others when we have engaged meaningfully in at least dabbling in that work ourselves. I appreciate the talents and efforts of others because I, too, have attempted it. Perhaps the same is true for our students. If we could meaningfully engage them in the work of creating content and contributing it to the global community, perhaps we could naturally encourage our students to thoughtfully engage with the resources they encounter, instead of having them simply collect and overlook these resources.
This means, though, that we have to, above all else, encourage our kids to be makers as well as consumers of digital resources. That means that our jobs change significantly, as we focus on creating the questions, structure, and conditions for learning, instead oF simply focusing on distributing learning to all. This is the transition we can make in our classrooms today to thwart the kinds of issues we know exist presently, which will only grow as technology advances in the future.
Social Research Project - Project from a STEM School
One of our favorite things to do is to demonstrate the real work of our staff and students to provide an outlet for student publishing, but also to serve as a model for reflection related to the skills demonstrated and the learning opportunities presented.
In this post, we have some special guest posters for this blog. Special thanks to Mikayla P. and Jayden R., 7th grade students for their work and reflection, and to their teacher, Tina K. for providing the opportunity for students.
Project background from the teacher:
This project is called the Facebook Page Design Brief. Students, paired in groups of two or three, are to choose one of the candidates (president or vice-president) to create a Facebook page for. The page must encompass who they are. This is a project with specific criteria to follow, and a template formula is provided to jump start research and the project framing properly.
See the Students' Submitted Project:
Student Reflection on the Work (in the students' words):
What did you learn? (Social studies, writing, & 21st century skills)
"We learned about the candidates and their lifestyle around politics. The facts we
found about the different candidates were very intriguing. It was interesting to learn that
they do things just like “normal citizens” do in their life. As writers, we learned how to
combine several facts into organized paragraphs and sections of the project. We looked
at several websites, and learned that one resource is not always the best way to go.
Jayden and I made sure to find the most reliable sources and base our information off of
those. As twenty first century students, we learned to problem solve along the way, and
the first idea doesn’t always work out."
What process did you go through as a learner? (21st century skills)
"We went through many steps through our few days of working on this project. The
first step we went through was collaborating among ourselves to come up with initial
ideas on how to put our page together. The next step in our process was to split the
work load up between the two of us. For example, one person found facts for one
section, and the other found pictures for that part of the project. Next, was to actually
find the information. For some facts and information, we found that as researchers,
we had to dig deeper to find information. Most of it wasn’t just on the first link when
we searched on Google. After we found the facts, we jotted main ideas down in our
notes, instead of long sentences. Next, we had to piece all of the information together
to form paragraphs. Instead of just plopping random facts on the project, we wanted to
make sure the sentences flowed easily and the information was organized. Finally, after
organizing the paragraphs on the page, we revised each part of the project. We wanted
to make sure the project looked neat, and not just random pictures and paragraphs
randomly put on the project."
Should school challenge you in this way?
"Both of us think that school should challenge you to dig deeper when displaying
your information. Instead of just writing down notes and answering questions, we think
school should encourage you to display your knowledge in an interesting, fun way. We
know that when we finish a project, we feel proud about our project, and what we did. It
is a fun way to share what you know. Projects also are more intriguing to the audience
instead of just facts."
Some Final Thoughts to Consider:
At first blush, this project may not present itself as academically equivalent to longer, more complex research and writing tasks students traditionally assigned to students. However, evaluating the demonstrated skills more carefully, there are some very advanced skill sets, some application of knowledge, and some design principles in place within this sample of work. Solely in the ability of the students to pare down big ideas into quick, easy-to-understand postings in common language demonstrate that the culminating work reflects deeper research and authentic engagement with the work. Further, to quote the girls, "School should encourage you to display your knowledge in an interesting, fun way." The assumption that school work can be fun and that students do take pride when partaking in meaningful (yet challenging) work, is important to acknowledge as we plan our way forward in re-thinking teaching and learning.
Dig Deeper into Culture and History -- Exploring the Google Cultural Institute
Being a humanities teacher at the core, I understand that there is little as fulfilling as watching kids genuinely dig into original manuscripts and source documents. There is something so rich about allowing them to authentically connect with the past. Not the Reader's Digest version of the past we endearingly call text books. No, the imperfectly perfect documentation and images of the past that can best be highlighted in the authentic, original documents and photographs.
However, from experience we know that many of our students tend to struggle with nonfiction reading, tend to shy away from the challenge of working through the language barriers created by the passing of time and the change of society, and far prefer the nicely summated Wikipedia version of history and culture (at least when we ask them to regurgitate that history and culture back to us for the purpose of a project or report).
All the while we are fully aware that these rich source documents and images are sitting in collections we know we could never afford to take our students to see (and wonder if the risk would be worth the reward if we could).
Leave it to Google to merge the world of modern day technology with the wealth of resources that demonstrate and define our rich cultural history.
Google's Cultural Institute is a media rich experience where viewers (turned historians) get to dig deeply into these source documents on focused topics. From high resolution images that can be zoomed and panned, to first-hand accounts and interviews, to original source documents, the Google Cultural Institute is a must-see resource for educators encouraging their students to explore and connect with culture and history.
While the Google Cultural Institute teams are still building this resource and are creating new exhibits, the diversity of exhibits that presently span the previous century are enough to keep a wide variety of interests engaged.
Check it out and let us know if you decide to put the Google Cultural Institute to the test with your students. http://www.google.com/culturalinstitute/#!home