Summer Classes

This summer, I decided to take two on-line classes that explore using digital portfolios and Web 2.0 (Read/Write Web) tools. Arguably, I'm already using Web 2.0 in my classroom, but I am hoping there are some positive suggestions on how I can incorporate the tools in a more structured fashion. The students enjoy doing it, but I think the quality of some of their projects leaves a bit to be desired. I'd also like to be able to use the tools without feeling like I'm being sneaky. Logically, I know that I'm not doing anything wrong as long as we don't publish anything, but still... It seems a shame that my students can post and get feedback.
I'm not talking SecondLife here, or Facebook, but blogging would be really nice. So many of my students need to work on writing, and they hate it. I might get more response to vocabulary activities or summaries or resumes or job research if the students could post to a blog and then get feedback.

I've also become heavily involved in my Red Cross chapter's social media efforts, and regularly blog about events the chapter has participated in. We have everything connected through Facebook, and I have another volunteer & friend helping with the tools. We also have a volunteer that goes to the scenes and takes photographs for us to include. I see this as a good way to show the citizens of our county what the chapter does, and how we provide services. I'd like to step it up a bit, too, though, add a little spice to some of the posts.

And, of course, coming up with a way to incorporate the digital portfolios. I really think these would be a fantastic way for my students to have input at their IEP meetings, but the goal of most of the meetings is to get done as soon as possible. I have some problems with that, although I do understand why getting them done & over is important. But I really bought into the self-determination thing when I was in grad school for transition planning.

Ideas are, as always, welcome!

Goal Setting

I mentioned in an earlier post that the students would do another project related to their portfolios after finishing the license plates. We've done those, and so I decided to have the students set some goals. The message I want to send to them is that life takes planning. Live your dream, but be sure you plan how to make it work. To that end, I had them take the goals they had written, and use a thesauraus (we used Merriam-Webster's on-line) to look up words that mean the same things as their goals. Not only was this a good vocabulary exercise, but they were able to see words that betetr shaped their desires in life. After they had a list of words, we copied them into Wordle, and created "Goal Wordles". Here are a few that we've created:

License Plates

This school year, I am teaching a supervised study session. It is a 90 minute block period that is designed to provide students with special needs support and time to complete homework. Parents are not always able to help students, and in some cases, the materials that a student needs to complete a project may not be available. My school decided that this year, since the class is graded and earns an elective credit, we would have the students create portfolios. For those that have known me for awhile, you probably already know that I have my classes make portfolios or scrapbooks frequently! I am also excited because we have the technology to do the portfolios electronically.
So far, we have done a license plate and we'll start another activity during the next class. The instructions for the license plates were to find pictures using Flickr Creative Commons, and use 6 letters or numbers to describe who you are. Here are some of the license plates that we did:

We published a book!

A few months ago, my students started making a book. We actually made two: One as a concluding project for our amusement park research, and another about when we made ice cream during class. Originally, we were going to try and add translations of our English writing with the help of our advanced ESOL classes, but we ran out of time because of state testing. If we had waited, the students would not have been able to see their printed books, and since we have some seniors who helped, I decided that we could always add translations at another time.
We paid $12.99 for each book; I bought one copy of the set, and the librarians bought one copy of the set. The set the library purchased will be available for students to check out. I've also posted them to the blog, using a rather nice feature that MixBook does in creating a version using Flash. I will note that there is an issue with the ice cream book; perhaps the Flash version has a limit to the number of pages it can view. I don't know, but the pages about different ice cream flavors (licorice and bacon & egg with toast!) and how ice cream can be served are missing in this version. They do appear in the print copies we purchased.

http://www.mixbook.com/photo-books/travel/amusement-parks-391449?vk=xElW3WBar6

http://www.mixbook.com/photo-books/interests/making-ice-cream-353160?vk=8TkAEreXRB

Rollercoaster Tycoon 3 & Camtasia

Back in November, TechSmith was offering Camtasia 3.3 to teachers for free. Unfortunately, the offer is no longer available. I see lots of possibilities for Camtasia, though I could wish it was just a little easier to use. I think one of my problems is that I have a wide screen laptop, so when the software tries to set a region automatically, the measurements are off.
I then used Camtasia to record my screen while I played with RCT 3. I've never been really happy with the tutorials in the software, because they are very limiting, and in this version, require a lot of text to be read. It is hard to go back if you miss something, and there is no audio. In the past, I've tried to record the action on the screen using an S-Video hook-up to a TV with VCR, but it didn't work as well as I had hoped. I was able to produce a basic video that shows how to place a "ready made" ride, and some facilities. The version here is of low quality so it won't take forever to load: the original is 1 GB without audio. I just figured out how to do the audio, and so will probably try that next. Now, if only getting RCT 3 learned was that easy; as with the other versions, the thing I find hardest is placing the paths.

Bread All Around Us: Leavened Bread

Yesterday, my students made leavened bread. We were lucky enough to be able to use a bread machine that our Family & Consumer Science department has available. The teacher for that class has been very supportive of the efforts we make to teach the students cooking skills; she has had several of my students in class, and always works to make sure they understand everything.
As with our unleavened bread, we took pictures, and so have a movie of the process. I thought it was much easier to make the bread this time, but I have no doubt that is because of the bread machine. There was so much less mess to clean up!
I am hoping that the students remember the differences between the two types of bread on Monday, because we'll play "Best Guess" as our drill, and finish our sentences for the first bread podcast. With luck, we'll get it recorded too!

Expectations

I had to go over to the public library this afternoon to pick up our books for the Bread All Around Us project. I had worked with my school librarian to find the books, then to make my life easier, just did a reserve request at the library near where I live. I made it to the check-out desk with one minute to spare. The librarian found the books, and as she brought them over, she commented on the quantity. I explained that my class was studying different kinds of bread as part of our History/Geography unit this year, and that they were going to produce a podcast. Then, I shared I taught high school students with significant special needs, and so that was why the books were of a much lower reading level. In fact, many of the books were picture books. The librarian wondered if, maybe, I was expecting too much from my students. I told her that I didn't think so, and explained about the digital camera project (This Is My Life) from last year, and that the project was incredibly successful. More so than any of the staff that helped with the grant and project would have thought. I also told her about going to Microsoft.
So, are my expectations for my students too high? Maybe. But, they are living up to my expectations with the material they are producing. I see so much growth, and more independence in some of the students, particularly in using technology. I don't think my expectations are too high; what do others think?

Bookmarking

My students always have problems getting to a website that I want them to use for a class. We have tried using a variety of on-line sites and lists in Microsoft Word. Last year, I was introduced to a site called PortaPortal, which I liked because it was available at school (not blocked!) and because I could set up categories to put the bookmarks in. By using categories like this, my students can find "pictures" and look for the specific link, or "free time" and choose a game without my help. The only thing that would make it better is if the bookmarks had pictures! I've considered using del.icio.us as well, but I am worried it might be too complicated. Today, I discovered that I could export the PortaPortal links, by category, to a document which will then open in IE! I can now send my students to our global drive, and they can just find the link instead of having to retype it.
When I have, I think I'll add some Boardmaker pictures to ease the reading requirements, which then adds the pictures that I figured would make it better. You can look at the text list here
On other fronts, just about everybody has finished their Illustrated Poems, and I'm looking forward to introducing the next unit & project. The students surprised me today when I told them we'd be moving forward on Thursday by wanting to know NOW what the next project would be!

AAC Awareness Poems

A few days ago, Samuel Sennott posted a request to the QIAT listserv with an idea about creating "electronic" poems in PowerPoint, IntelliTools Classroom Suite, Clicker or another similar program. The idea was to choose a public domain poem available from Project Gutenberg or Google's Public Domain books, and illustrate it using pictures from Flickr's Creative Commons.
A truly intriguing idea, at least to me... so I signed up. I created two poems, both by Robert Louis Stevenson, and from his A Child's Garden of Verses. I grew up with a battered copy of that book covered in some kind of red fabric, so reading it again to choose poems was like visiting an old friend. Here are the two I made:




And, I discovered that I liked the idea so much, I wanted to try it with my students. For those that have been reading this, you'll know that we participated in the Salute to Seuss project from Jen Wagner, and created People Poems AKA 'To Think I Met Them On Park View Street'. This project seemed a perfect way to wrap up our unit on Poetry before moving forward... We did not use public domain poetry, instead we used classic Shel Silverstein (students chose: Sick, Eighteen Flavors, and Dancing Pants), and one Robert Frost (a rather ghoulish poem about a boy who gets his hand cut off). I've posted the student checklists and rubrics on my wiki here

Microsoft Forum, Scrapblog

Okay...

This looks like something that I was hunting for earlier this season (see the posts on 'All About Me' and videos from august). In any case, this was an assignment for one of my graduate classes. I think I may update it... It worked fairly well despite a steep learning curve.

Enjoy.

To Think I Met Them On...

Well... we've posted the first short video for our Salute to Seuss project. These projects are tied to the book, "To Think I Saw It On Mulberry Street", and became "To Think I Met Them On Park View Street". The students have, for the most part, done a quality job with these. I'm pretty impressed since this is the first time that we've gone through the whole process at all... Last year, I did a lot of the editing and putting things into PowerPoint for them, but this year, they're doing it. And not badly. I just wish we had more than 2 computers that could really run the projects. My old laptop is just so slow at this point that the student that is using that one gets frustrated and winds up just waiting for one of the desktops to be available.
Oh well, I can wish... its a practical wish since we're working on a grant for more hardware to do this kind of activity.

Integrating Web 2.0

We are starting the school year doing the Geography of the United States. One reason for this was to do some cross-themed programming with our English units for the Salute to Seuss project, but another reason was to give the students plenty of opportunity to explore what blogs were and how they were used.
We have a clustrmap on our classroom blog page, and we also have a huge US map hanging on our bulletin board. We're using Avery's 1/4" clear, removable dots to track people who visit our blog. We're not changing sizes or colors the way Clustrmaps does. At some point, we might add a world map to the bulletin board, but for now, I think the US Map is a good way to start.
This unit is also giving me the opportunity to help my students understand time differences, and learn a little about other places in the United States. We're starting with the West Coast, because of my trip to Redmond in about a week. As I mentioned in the last blog, I've left work for my students to do that relates to my trip. I've also promised to post pictures and details. I will actually post pictures and details here as well, although the classroom blog will have top priority for me.
In any case, if you're interested in looking at one of the activities the students will do while I'm gone, you can go over to my wiki and find this activity: Track A Flight.

The amazing power of web 2.0...

I had a revelation a few days ago when I was writing lessons plans for the substitutes who will be with my students when I go to the Microsoft Teacher Forum at the end of this month. The flash came when I realized that I could leave assignments for my students to do that connected with my absence from the classroom...
My students are aware and involved, because, after all, the project we submitted for the Forum was their work with the digital cameras last year!
The lesson plans that I left for the substitutes have the students answering 2 questions on each of the two days that they would have seen me: The Day 1 questions are:
What do you think Ms. Shepley will pack in her suitcase to take with her to Seattle?; How long do you think it will take Ms. Shepley to fly to Seattle? and Day 2: What 2 questions do you think Ms. Shepley should ask Microsoft while she is there?; Name 3 things that you have learned about Microsoft. The students will also be doing some other activities with our problem solving posters, some math, and working on memos and fax cover sheets.
It took a little explaining for them to understand about the time differences, but not as much as I thought it would. I might get an extra clock for the room and set it for Seattle time for them. We also had to talk about how I could access the Internet from where I would be, and be able to read what they wrote. In exchange for what they are posting, I'm going to try and post pictures of the events and some summaries about what we have done on our classroom blog page. This will be a first,

Off & Running

We're off and running as of last Friday! I went over rubrics with my students, and was pleased to realize that some of them remembered what they were from last year and could give examples. That kind of synthesis and application is usually really hard for my students, so to have them be able to associate the word 'rubric' with how I graded their scrapbooks and their end-of-year science projects was a good feeling.
We had a few technical difficulties: I was bitten by the "linked media file" in PowerPoint, but fortunately, I had a version of the file that I had printed to a PDF using Acrobat 8 Professional. I've been using Acrobat since version 5, and love the freedom it gives me in making materials for my students! Acrobat 8 allows you to embed media files, and so I was able to pull up that file and show the students the very short clip about rubrics I downloaded from unitedstreaming.
Our other technological issue was one of those ancient jokes that tech support people trade in their down time... "Didja hear the one about the teacher who couldn't get the computer speakers to work because they weren't plugged in??". I wish I were kidding. I had no idea that was the problem because the speakers were providing sound, albeit at a very, very low volume. I figured it was an issue with the line into the computer.
And of course, the tech issues had me running late through the lesson again. I did get it explained to the students, briefly, and had time to show two of them their Blogmeister accounts. We had two students log in and post very brief messages, but it was really a moment! At least for me.
After seeing that the log-in was a bit complicated for my students, I made a cue sheet for posting to the blog, just like several of the "computer how-tos" I've made. I posted a general one here.
I was also discovered a feature that makes all of the effort of blogging worth it: Blogmeister runs the student posts through the Flesch-Kincaid Readability test. It also gives a grade equivalence for student writing, which I think will be a valuable hook.
I shared the information with the Dean of our special education department at school, and she suggested I present the information as a mini-inservice at a staff meeting for our department. I'm not sure I really want to do that... I'm always worried I'm going to step on toes or have other teachers say that this is a stupid idea and not worth the time and effort.

Information About Me

As a part of one of my graduate classes from this past summer, I learned how to use various tools for multimedia presentations. Like many graduate classes, you're required to develop a project that proves you've learned the material (Lovers of standardized tests take note: requiring people to show you that they've learned something is a higher order thinking skill than just bubbling in a test sheet).
I decided to create a project for my students to do that was tied to our history and English units. We were going to do this at the beginning of the year, but then I remembered that I really wanted to sign my class up for Salute to Seuss from Jennifer Wagner. We did the Lucky Charms graphing last year, and I know that my students learned a whole lot about data collection and graphing from the project. I know it because they were able to use the skills from the project later, and talk about data collection via Lucky Charms in a logical fashion. So... we'll likely get to this second quarter, because we'll be doing a similar project for Seuss. And that might be a good thing, because we can do a group project for Seuss and have everybody learn what to do, then do this one.
I also want to point out that this didn't start as a video. It started in PowerPoint. I exported the slides using 'save as picture' (PPT 2003 and above), then dropped them in PhotoStory 3 (free software for XP from Microsoft). That was the easy part. The soundtrack was a lot harder and not entirely what I was looking for. I'll have to find a better way to retain the sounds in a PowerPoint or just remember to record the sounds directly into the slide show software.
Here's the video...


I'll put the supporting materials here: All About Me Materials
The checklist that is on the page is adapted from one created by Attainment Publications, and can be found the 'Building Life Skills Portfolios' book.

Enjoy!

Innovative Teacher Forum

I have to start off this post with a bit of a brag... Just before the school year ended, a graduate instructor provided information on the Microsoft Innovative Teacher's program. It is a combined effort between Microsoft and various other agencies, including the 21st Century Thinking Skills folks. I talked to the assistive technology specialist that works with me in my classroom, and we decided to give it a whirl. The application was many, many hours of work between the end of school and the first part of July when we submitted. And then we waited... and waited... and waited... We were certain that we'd never be chosen, and listed all the reasons why. Our school district is too small, we'd focused heavily on students with multiple special needs and cognitive impairments, etc. I'm thrilled to say that we were wrong! We were one of the groups that

was selected to attend the forum the end of September in Seattle! I was so excited when I saw the email I could barely speak. The project we submitted was our digital camera project that we did with my class and the resultant video tours and "thank-you gifts" we gave to our community work-sites.