Digital Efficiency

Let’s face it, teaching is a profession that at times can be overwhelming and stressful.  Sometimes, it seems as though there is not enough time in a day to get everything done.  After nine years of teaching, I have through trial and error developed a system that seems to help me stay on top of my game.  There are many things I love about my profession but as with any other occupation, there are always those little things that get under my skin.  The greatest is the grading of papers and the time spent returning them. Another irking situation is the perpetual loss of papers.  There is nothing more frustrating than getting students ready to take a quiz and not remembering where it was put. 

1.    Organize your digital life.

Studies have shown that nearly 2/3 people spend roughly 30 minutes a week looking for lost.  (Daniels, 2014)  Clean up your computer by making folders and organizing your files by lesson, unit, or whatever works best for you.  I personally, have a folder for each course I teach and inside, is a folder for each unit, and even further, by lesson.  Does this mean I have the same file in multiple locations?  Of course!  This is a system that works for me but of course there are other methods of organization. While this may require a few hours of work up front, the time saved in the long term will be well worth it.

2.    Capitalize on the Cloud.

My district has recently shifted to using a cloud-based storage system: Microsoft 365.  Cloud based storage allows you to access your files from anywhere.  Furthermore, with Microsoft 365, teachers can share different files with different students which allows for diversified instruction.  You can assign work to students based on their interests, abilities, or accommodations.  What I also love about cloud-based work like Microsoft 365 is my ability to access student work on these shared files and check in on projects as they progress.  If a student is moving in a direction that does not support the objective, I can intervene and get them back on course.   One of the new digital trends in technology is the shift towards online collaboration.  With platforms like 365 or Google Drive, students can work on documents simultaneously.  Another bonus- the students’ work is saved automatically as they work.

3.    Find a way to digitize your turn in and feedback procedures.

My district, like many others uses an online gradebook.  This is great in that it is accessible from any location.  There are several sites and apps out there that are helpful in this.  Turnitin.com is a great place for students to submit work. The site automatically scans the submitted work for possible situations of plagiarism, allows for randomized online peer review, and grading by teachers.  Teachers can create rubrics on this site and also host engaging discussions.  If you a looking to have students take a quiz with instant feedback, check out Socrative.  This site allows you to create quizzes that automatically grade giving students instant feedback.  While developing these assignments can be initially time consuming, they can be saved and reused in the future.  If you aren’t too keen on having all your assignments in different places, consider using a platform such as Edmodo, Google Education, or Classdojo.  These platforms allow you to post documents in folders, make announcements, administer quizzes, and have students submit work.  Working with Edmodo, there are several apps you can add to make the content more engaging.

Where am I in this?  Currently, I feel pretty good about my organization using Microsoft 365 and Edmodo platforms.  Where would I like to go?  Next year, I have several students completing a Work Study with me in AP European History and to streamline their course and to work and make it student driven and self-paced, an online course.  Having taught the course before, I can use the digital resources to transfer the assignments to an online course platform like Canvas.  By using these platforms, I can administer quizzes and assignments in an efficient manner and also encourage deeper learning through self-driven curriculum.  Each module can focus on a unit or chapter within the assigned text and the final assessment can be a student created project of their choice.  My goal is to have this site set up and running by the end of summer and have students engage throughout the year.  If all goes well, perhaps, I will convert all of my other courses to a similar platform.

            The key to this is staying organized.  Does it have to be digital?  Of course not, but the one semester I had a paperless classroom, I was able to spend more time working with students individually and giving feedback rather than making copies that I will have to hunt for at some point in time.  I was also able to cover more material faster and students were able to access any and all materials from the course page when they were absent.  The whole frustration of dealing with catching a student up was eliminated as they could take their learning into their own hands.

 References:

Adams, S. (2014, November 03). Microsoft 365 in the classroom. Retrieved from https://www.youtube.com/watch?v=_TrAJDMpcr0

Daniels, L. (2014, March 24). 8 ways for teachers to save time in the classroom. Retrieved from http://www.teachthought.com/teaching/8-ways-teachers-save-time-classroom/ 

Davis, V. (2013, December 23). 18 epic productivity apps. Retrieved from http://www.coolcatteacher.com/best-productivity-apps/ 

Davis, V. (2015, July 28). Essential habits of an excellent educator. Retrieved from http://www.edutopia.org/blog/essential-habits-excellent-educator

Galan, C. (2013, August 27). Time management: Planning for the adventure. Retrieved from http://www.edutopia.org/blog/time-management-planning-the-adventure-clara-galan 

Google. (n.d.). Google apps for education: Common questions. Retrieved from https://support.google.com/a/answer/139019?hl=en

Ledesma, P. (2011, May 16). Are educators ready for cloud computing in schools? Retrieved from http://blogs.edweek.org/teachers/leading_from_the_classroom/2011/05/are_you_ready_ for_cloud_computing_in_schools.html?r=64413797&preview=1 

Microsoft. (n.d.). Microsoft Office in education. Retrieved from http://www.microsoft.com/enus/education/products/office/default.aspx

Schrock, K. (2013, May 1). Work smarter, not harder. Retrieved from http://blog.discoveryeducation.com/blog/2013/05/01/work-smarter-not-harder/

The Art Tech Teacher. (2011, August 10). How to use Edmodo in your classroom. Retrieved from https://www.youtube.com/watch?v=iCfnb9vTPSo

Using the Narrative Clip

I would really like to apologize for the sideways video.  This was my first attempt at video production.

Disney Project Based Learning in Social Studies

Last year, I was surfing Pinterest with the intent to find some interesting ideas to implement into my AP World History class.  I came across several articles where individuals had used the classic tales animated by Walt Disney to encourage student learning.  After thinking on this I had an epiphany.  What if I could have students use their historical knowledge gained throughout the course to pick out the inaccuracies of the classic films by the notorious film maker?  This had the potential to be an interesting project for students to explore a movie of their choosing and develop a polished presentation to teach their peers about the selected time period and region.  I wanted to create an assignment in which students harnessed and nurtured their creative abilities but also accomplished the goals.

 After extensive planning, I was able to develop a project that embodied the analysis of historical context, a fun animated classic, and also primary sources.  The parameters for the culminating project were as follows:

1.       Summarize the story as portrayed by Disney.

2.       Determine the origins of the fairy tale.  Where did the fairy tale originate in the world?  How true to the tale did Disney stay?

3.       Determine the setting of the movie (time and place) and whether the architecture is appropriate. (i.e.: Is Mulan set in Han China when the Forbidden City was not yet constructed?)  Is the clothing congruent with the setting? (How accurate are the appearance of the characters?) Are there any geographic misrepresentations? (i.e.: Does Hercules mention visiting Mt. Kilimanjaro in Greece?) 

4.       Determine what was going on the world at this point in history.  Consider all events globally and identify at least one major event from each continent (except Antarctica)

5.       What historical inaccuracies can you find in the movie?  Aside from talking animals and the magical powers of wands and genies, what fallacies are represented in the movie?

6.       Select 2 primary sources from someone who would have been a contemporary during the time and in the location of the movie’s setting. (If Beauty and Beast takes place in Revolutionary France, you can use a letter from Robespierre)  This source should be connected in some way to the movie (If you use Robespierre’s letter, perhaps you want to relate it to Gaston in his attempt to raid the castle.)

 

As with any new project, there is always some trepidation as to whether the outcome will be as desired.  There were several what if that flowed through my mind.  “What if the students really just see this as an excuse to watch a movie and really do not analyze it as I envision?  What if the students just decide to turn in poster paper?  What if I have not prepared my students to think about these movies in a global context and really analyze the movies? Have I really thought through any possible hiccups?  With so little guidance into what the final product should look like, what should I expect?”  Because my students had worked so hard to prepare for the AP test, I figured I would wing it.  Trial and error right?

                At the end of this project, I was more than impressed.  Of course, there are always modifications to be made but essentially all of my students created final presentation products that were polished, analytical, and comprehensive.  I received some Prezi presentations, video compilations, elaborate PowerPoints, and even a POWtoon.  Several of my students reported that they learned more from this project than any other assignment in their history classes.  Others reported the freedom they were given to search out resources and to create a product in a format other than a written report was refreshing.

 

                I consider every lesson a learning experience no  matter how many times it has been implemented.  This lesson with a select group of students has taught me that the studies supporting project based learning  encourages a deeper learning model. (Johnson et al., 2015, p. 10.).  I have also learned, that despite our best intentions to maintain a structured environment, there is something beneficial about letting students guide their own learning.  We as teachers all know that our students learn more when they are interested in a topic, but letting them drive their own learning takes this to the next level.  Granted, I consider this assignment a success and plan to implement it again this spring, I am still considering taking this project even further into the redefinition category (for you SAMR fans).  Perhaps, it is time to engage my students in a digital collaboration platform such as Google Drive or even the Microsoft 365…

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC horizon report: 2015 K-12 edition. Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf