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21 Feb 2012
Comments: 0

iVocabulary

Earlier in the year, I spent a few hours planning with Mrs. Deforrest (a secondary ELAR specialist). She shared with me this fantastic resource she had created for her teachers. It was a deck of brightly colored cards on a keyring. Each card had a vocabulary instruction strategy ranging from a Frayer model to a Word Analysis Chart. I instantly perused the deck and started assigning an app to each strategy. Pondering what the best iOS method would be to deliver this new tool, I set this post aside for a few weeks. My intention was to provide teachers with a quick reference iVocabulary Toolkit of apps they could use to teach and support vocabulary instruction in a variety of ways while modeling a tool (flashcards) that could be used in a myriad of settings.

 
Teacher: The simplest way to disseminate one deck of cards to multiple students (on campus devices or their own personal devices) is to create a deck using the online version of Quizlet. Users can create unlimited decks with a free Quizlet account.
  1. Teacher Username: As students will be searching by their teacher’s username to locate the deck, I would recommend creating a username that is short and simple.
  2. Deck Visibility: If you are creating the deck with the intention of making it accessible to your students, make sure you select the option “visible to everyone”.
  3. Images: If you would like to include images in your decks, upgrade to Quizlet Plus for $15/year and unlock the ability to upload your own images or import from Flickr.
  4. Deck Accessibility (Computers): If you are in a classroom with computers or if you have access to a lab, you can grab the embed code for the deck and paste it on to your teacher or class website for students to study and review.
  5. Deck Accessibility (Mobile Devices): If your class has access to mobile devices, review the directions below using the app Flashcardlet (Flashcards*) to access the sample iVocabulary deck(s).
  1. iPhone/iPod Mobility: iPhone/iPod Apps that interface w/ Quizlet
  2. iPad Mobility: iPad Apps that interface w/ Quizlet
 
Easily Create Quizlet Decks

 

 

Student: While these are the directions for accessing the iVocabulary deck, the same directions could be used for locating a teacher-created deck.

  1. Launch Flashcardlet app.
  2. Tap Flashcards.
  3. Tap + sign in upper right hand corner to Download from Quizlet.
  4. Tap in the search space.
  5. Type “Techchef4u”.
  6. Tap Creator and tap Search.
  7. Select iVocabulary.
  8. Tap Add to Library.
  9. Tap Cancel and tap Library to return to your personal Flashcard library.
  10. Tap to select iVocabulary to review deck.
  11. Tap Study and start studying.
  12. Review all 5 cards in the deck: swipe to go to the next card and tap on a card to see the back of the card.

iDeas for Integrating Flashcards into the iClassroom (from “appy hours 4 U” episode – “Notable Apps 4 Note-Taking“:

  1. Students could create their own decks of cards within the app to take notes or study.
  2. Teachers could disseminate information or task instructions using decks (e.g. roles for a project, use all of these words in a sentence, writing prompts, math word problems with answers on back to self-check).
  3. Teachers could create decks for students that could be utilized to flip the classroom (providing instruction at home) and allow students access to vocabulary or notes anywhere/anytime they have access to a computer or a mobile device. (Decks can also be printed).
  4. Individualized Instruction: the decks lends themselves to indivualized instruction as students can filter cards, mark a card as mastered, and study in a variety of ways (e.g. show back first, show progress, shuffle cards, etc…)

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20 Feb 2012
Comments: 0

Tooning iN to History

I had the pleasure of observing Mrs. Lair’s Regular Reading class this past Friday at Ed White Middle School. She had mentioned that she was using the Toontastic app (which oftentimes goes on sale for FREE) to have students create their own fairy tale or toon version similar to the plight and struggle of the Freedom Riders to illustrate the conflict and resolution between two entities. I loved the cross-curricular integration.

Mrs. Lair provided students with a paper copy of the Toontastic Storyboard template she had created to complete prior to using the iPad. It mimicked the 5 sections of Toontastic’s Story Arc (Setup, Conflict, Challenge, Climax, and Resolution). She also included a statement about each of the scenes:

  1. Setup: only sets up the setting and introduces the character
  2. Conflict: Introduces the problem
  3. Challenge: Problem is in the works (action)
  4. Climax: The height of the story
  5. Resolution: How has the problem been resolved? (How does the story end?)
 
Toontastic Storyboard


 
Supports Differentiated Instruction: Beyond the project itself, I was pleased to see how the app itself supported differentiated instruction and multiple learning styles. Within the story arc framework, students could add another conflict or rearrange the current elements. Students also had the choice between multiple characters and settings as well as the option to create their own characters and backgrounds. Some students chose to use the default characters, others drew their own sets, and others customized the existing characters. Some students chose to use mood music and sound effects to illustrate tone and others selected specific characters and colors to represent an emotion.

Sharing/Publishing/Evaluating Student Products: While there is no way to publish without setting up an account, students did save their projects within the app. To work around the publishing issue, Mrs. Lair decided to have students do a gallery walk and will provide each student with a rubric to assess each of the project as they walk around the room.

Check out these iLessons.

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18 Feb 2012
Comments: 2

Tis the Season for iLearning

I have had the pleasure of sharing many of Ms. Carnazzo’s creations in the techchef4u kitchen and thought it was about time I took a trip to her classroom. Yolanda and I had the opportunity to observe Carnazzo in action and assist a group in completing their Seasons project. The weather that day was quite fitting as neither one of us were dressed nor prepared for the torrential downpour.

The first thing I noticed was her classroom management. All students were on task, at a level 0, and were working on the assignment that they were expected to complete. Before the activity, Ms. Carnazzo (2nd grade teacher) reviewed the task and the CHAMP’s Expectations for student behavior. Then students were then split up into 4 groups. One group worked with Ms. Carnazzo on the carpet finalizing their script and storyboard while the others worked quietly at their desks doing independent work. Each group was responsible for a different season.

Carnazzo’s iClassroom

Science 2.8B: Identify the importance of weather and seasonal information to make choices in clothing, activities and transportation.

Beforehand: Before we arrived, small groups had researched info on their season using BrinpopJr videos and the Science text to describe their seasons citing the following elements:

  1. Typical weather/temperature
  2. Types of clothing to wear
  3. Activities appropriate for that weather
  4. Kinds of transportation they might use (e.g. to get to school)

 
Groups had also discussed and written ideas for their Puppet Pals video using the provided Storyboard template. Ms. Carnazzo had pre-selected a seasonal image background from both Puppet Pals Director’s Pass app and Doodle Buddy’s background gallery.

During Class: Small groups worked with the teacher (and Yolanda and myself) to:

  1. Finalize their Puppet Pals ideas
  2. Practice their presentations without actually recording (took several run-throughs)
  3. Record their video (as time permits)

Logistics: Groups not working with a teacher had another weather activity to work on quietly at their desk. In working with a group first-hand I discovered a few things:

  1. You can only practice the script a couple of times before the students start losing interest. I found the best course of action was to practice once or twice with the script, record a rough draft, listen to it, and record one more, and then choose the best of the two.
  2. Passing around the script and the iPad causes a bit of background noise. I found if I held the iPad and handed it to each child when it was their time to speak, some of the noise of moving the iPad was reduced.
  3. The Puppet Pals video file is too large to email. Since the students recorded their show on my device and not Ms. Carnazzo’s, I had one of two options: upload to YouTube as a private file and then download from there, or pull it off when I synced my device at home.
Carnazzo’s Season’s Student Projects


 
If you are interested in how to manage an iClassroom or how to purposefully integrate 1 iPad in to a classroom, tune in Thursday March 1st at 3:30pm as the famous Lisa Carnazzo will be our guest “The 1 iPad Classroom“. If you missed the live show, check it out in iTunes the next day.

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17 Feb 2012
Comments: 3

iSpy a Story

Tasked with the initiative to gather student products created from intra-district iPad Lessons, I sent out an email to my campuses that had multiple devices (see below).
 
Letter to My Campuses
Within a few minutes, I started receiving emails with student work attachments. Many times I have a specific idea or set of ideas for how an app can be used.
 
Blank Story Spine Template in app
Story Spine Teacher-Created Apptivity: It is always refreshing when I come across innovative and purposeful classroom integration ideas as the ones Ashley Solomon (8th grade ACL & Reading Workshop at Ed White Middle School) shared below using the app Story Spine:
 
  1. Grade Level: 7th grade
  2. Content Area: Reading Workshop
  3. Topic/Focus/TEKS: The focus was chronological order/sequence of events.
  4. Quick Summary of the Lesson: The book for this week was, “The Transcontinental Railroad.” I had them use the “Story Spine” app to write a story about the transcontinental railroad. I started them out with the first sentence, “Once upon a time many people traveled to California to search for gold.”
  5. Student Task or Product: They were responsible for finishing the story by looking for dates and keywords like, first, last, then, etc in their book. This was an independent activity. The product was their story.
  6. Teacher Notes: I asked them to email it to me and I printed them. I usually have 1 or 2 students volunteer to read their story. For my Reading Workshop kids, an activity like this would take about 30 minutes. So, it can be completed in one day.  I usually don’t print the same day so they won’t get to read their story until the following day.

 

Student Sample of Story Spine Project copied into Notes app
What really speaks testaments about this assignment above and beyond the purposeful use of technology and cross-curricular content integration is the fact that the students in her classes have not passed the Reading TAKS. Mrs. Solomon actively integrates the iPads at least three days a week to support and improve student literacy and reading comprehension and will be sharing further lessons over the next few weeks with the techchef4u diners. While she doesn’t believe any of them are “earth shattering”, I would have to disagree as I feel they present lots of app-tastic iPadsibilities. Another thing to note is that student engagement in her classroom is on the rise and paper waste is on the decline.
 
For more iPad Mad-Lib apptivities, check out these.

 

 
 

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14 Feb 2012
Comments: 0

Reflections on a 1:1 iPad: It is a Tool, NOT a Toy!

I had the wonderful app-ortunity to make a site visit to Westlake H.S. in Eanes ISD on Wednesday February 1st. When we arrived, various campus and district officials shared some background on the student-centered learning initiative. They focused on multiple benefits of the 1:1 iPad initiative where high school seniors were issued iPads like textbooks at the beginning of the year. In a time where global communication, inquiry-based opportunities, and self-directed learning is how students manage the information revolution, it was refreshing to get to observe an iLearning Utopia.

WIFI Update from Westlake Chaps on Vimeo: Produced by Westlake Film Production – Special Thanks to Carolyn Foote

When asked what they would miss most about their iPad if it was picked up next week, one student replied “I would miss the responsibility – I feel like the school trusts me.”

Student Responsibilities: Allowing students to take the iPads home “blurs the lines” of school and home and provides for a 24/7 information access environment where students can digitally pursue their passion and interest in authentic learning environments and collaborate and problem-solve with others to deepen understanding. With this came an iPad Loan Agreement which included 10 Student Responsibilities (5 of which are highlighted below):

 

  1. My iPad is my responsibility and I will not leave it in unsupervised areas.
  2. I will honor my family’s values when using the iPad.
  3. I will bring the iPad to school every day with a fully-charged battery.
  4. I will treat the iPad appropriately and will report any mechanical or technical issues to the school.
  5. I agree to use the iPad for appropriate, legitimate, and responsible communications.

Parent/Guardian Responsibilities: The agreement also included 7 Parent/Guardian Responsibilities (3 of which are highlighted below) which re-stated many of the Student Responsibilities:

  1. I will supervise my son’s/daughter’s use of the iPad at home.
  2. I will discuss our family’s values and expectations regarding the use of the Internet and email at home and will supervise my son’s/daughter’s use of the Internet and email.
  3. I will ensure that my son/daughter reports any mechanical or technical issues to the school.

During my visit, I had the pleasure of observing 3 different classrooms and visiting the Juice Bar.

English 3 AP: While the student task and assignment itself was projected in the SMART board, it was very clear when I walked in to this classroom that the learning had been moved from the wall to the hands of the kids. Students were seated in groups of 4 and 5 (each with their own iPad). Each student was clearly on task and engaged and able to utilize all of the resources around them in a productive and purposeful fashion… including their peers. It was also refreshing to see the teacher, Valerie Taylor, modeling the use of creative commons photos as it is so simple now with an iPad to save any internet image to your Photo Roll for use in a project (without attribution).

Valerie Taylor Moves Learning from the Wall to the Hands of the Kids


 
AP Environmental Science: The teacher, Bob Murphy, discussed how he had found an article that very morning that he felt was more pertinent and relevant than what he had initially planned for the day. Typically, teachers can not change their lessons on the fly to accommodate new or current findings as additional copies and labs require time and planning. With the convenience of having a personal mobile device, students accessed the article with their Austin American Statesman app (they also have a podcast series) and then proceeded to engage in a discussion on the topic.

Statistics: The first thing I noticed about this classroom was the multiple learning styles supported with the iPad. While each student was taking notes on the same topic, many used different note-taking apps (the favorite was NoteTaker), a stylus, a keyboard. Even in the same note-taking app, students notes looked quite different. Brad Smith mentioned a couple of benefits of the 1:1 such as the ability to analyze and manipulate large data sets and make graphs and charts quickly. He also discussed the ability for students to keep a record of their homework and assignments (as these electronic items are resident on their device even after they have submitted them via email to their instructor).

(See video below for more teacher tips for integrating the iPad into the iClassroom)

Juice Bar: Our last stop before returning to debrief on our findings and observations was the library which Carolyn Foote has turned into hip and trendy spot to share apps, collaborate, and troubleshoot the devices. The carpet was removed, power strips, cafe tables and chairs were added, idea boards were provided to share apps and resources, and a mentorship program was created to self-support the troubleshooting and mechanics of the devices.

The Juice Bar: Westlake H.S.
 
I had brought a list of logistical questions to ask students and teachers and will share them with the resulting answers below:
  1. What if you forget your iPad at home? While it clearly states in the student responsibility form that students will bring a fully-charged iPad to school each day, there will be the occasionally day that one will forget. In the event of iAmnesia, students are able to rent one out for the day.
  2. What happens if a student breaks or damages a device? In the past six months, approximately 60 of the 2,000 iPads have been broken or damaged. This amounts to only 3% of the initial load. Students were given the option to purchase optional insurance for their device for a fee of $30. With a 95% acceptance rate, it is clear this was a popular option.
  3. Can students access Facebook? No, this site is blocked by the school Wifi.
  4. Does the device present a distraction? From multiple student interviews, I found the device is a wonderful way to self-manage. Students are aware that they have to complete the assignment regardless and most would rather complete it in class then complete it at home. If students are off-task on the device, teachers have the authority to pick it up and have it returned to the student or parent at the end of the day.
  5. How do teachers interact with students in this “blurred line” atmosphere? Teachers have office hours a few days a week in which they are available to FaceTime with small groups from 6-8pm to discuss assignments – modeling an atmosphere that closely resembles higher education institutions.
  6. What accommodations are made for absent students? Many times a friend will video-tape the lecture or students can FaceTime in directly.
  7. Can’t students cheat with an iPad? Typically assessments are given with an iPad / non iPad section. The iPad section would also allow access to student notes. Many standardized assessments are accessed via a QR code and then completed in Google Forms. (See video below for apps and process used to create and conduct these paperless assessments)
  8. How do students submit work? While Dropbox is an app that easily allows students access to files, multiple teachers mentioned that the organization and maintenance of the utility as well as the ability for students to accidentally delete or move files and folders led them to rely on submitting work almost exclusively via email. So what might that process look like? Students have a school email. Teachers have a Gmail account in which they have set up files and a sorting nomenclature based on the subject line (e.g. Statitsics: Period 2, English AP: Period 3).
  9. Is printing from an iPad an issue? Due to the increase in electronic submissions of work, teachers have begun to consider what truly needs to be printed and what does not. In doing so, they have saved $30,000 in paper alone this semester.
  10. How does the iPad work in conjunction with the existing textbook? The textbook is still used as a resource. However, students don’t always need to lug it around. The beauty of the iPad is that students can take a snapshot of the 2-3 pages they need (whether it be for questions, an article, or vocabulary) or access the online version from the publisher. Eanes is also in the process of setting up an iTunes U channel for the district and investigating iBooksAuthor.
  11. What kind of covers were issued to protect the devices? Initially students were given a Kensington Padfolio-like $30 cover. The campus had assumed the covers would be turned in once students decided to purchase their own trendy covers but found just the opposite trend occurred. Students were able to personalize and customize the device, home screen, and apps itself and had no need or desire to buy trendy cases.
  12. What apps were initially purchased for the students and how were they disseminated? Each student received roughly $40 worth of apps including Pages, Keynote, Numbers, iMovie etc. These apps are considered a consumable cost as the apps are now tied to individual student iTunes accounts when they are redeemed. Casper is used as a storefront to disseminate the apps provided.
 
Eanes Wifi: Taking Copious Notes in the Juice Bar!
Paperless Assessments: Bob Murphy models how the iPads can be utilized to manage delivering student assessments and reduce paper waste.

How are Teachers Integrating the iPad into their Life/Classroom and Handling Student Submissions?

Want More? Visit Eanes’ Wifi iPad Pilot Project Blog and the Westlake H.S. page for more videos and resources. Also Check out the “appy hours 4 u” interview with Carl Hooker for more info on the 1:1 iPad Rollout.

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25 Jan 2012
Comments: 1

Add Some iSpice to your Weather Study

This post could not have come at a better time as we are experiencing all matter of wacky weather this week (I actually spent about an hour with a wet vac in my garage at 2 am to remove rising water).

Wunder Map app highlights precipitation

Science 2.8 (A): “measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data”

Ms. Carnazzo recently posted student weather reports using the Talking Tom & Ben News app. Prior to recording their weather report, students gathered weather data in their journals using personal observations, the internet, and the app WunderMap (also check out online version). Maps in WunderMap include webcam images and data on temperature, wind, and precipitation as well as multiple layers (e.g. precipitation, clouds, animated radar and satellite, and severe weather).

Carnazzo Student Weather Reports

While this is a second grade science apptivity, the idea can also be translated to a secondary classroom.

Science 8.10 (B): “Identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts”

How do global patterns of atmospheric movement affect our local weather?

In this scenario, students would use the internet to acquire weather data and information on pressures and fronts. The students could then use Videolicious app to create a “weather forecast” presentation. Images for Videolicious could be screenshots from apps (the Weather Channel and Wundermap) or the internet, and actual images taken of the weather outside. Students would also be provided with the vocabulary (e.g. front, high pressure, low pressure, air mass, etc…) they must use in their presentation.

USA Today features National Pressure Data

Many times these science-based apptivities are conducted in a series of stations. Consider having students use an interactive tool (other than the iPad… dare I say?) to create their own weather report after gathering their data and research from the internet and apps. This could be done prior to creating the weather report.

 
Consider Multiple Station Activities to Support Weather Study

Students could also create weather reports using Little Bird Tales (and screenshots), or Jing, or SMART recording software and a notebook (see weather forecasting interactive lesson).

SMART Weather Reporting Interactive Notebook

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05 Jan 2012
Comments: 4

Putting an iSpin on Video Vocabulary

Touching base with one of my favorite ELA teachers, he mentioned a video vocabulary lesson. My ears and interest perked up and I decided to sit take a few minutes to sit in and observe his lesson. When I came in, students were writing six words in their glossary: courage, require, moral, physical, virtues, and centuries. These words all tie in to the units essential questions:

  1. Does courage require fearlessness, or can a person be afraid and still act courageously?
  2. What is the difference between moral and physical courage?
  3. What other virtues may be as important as courage?
  4. Is courage rare in human history, or have many people shown courage throughout the centuries?
Background: Previous to this class, students worked in small groups to locate the definition of their given word, compose a definition in their own words, use the word in a sentence, and model some sort of motion or animation to illustrate the word. The students featured all of these tasks in a short video.
Foreground: Students then watched multiple video versions (completed from groups in all class periods) of the same word and then created their own mash-up definition for the word from the videos and recorded it in their glossary. Understanding these definitions and being able to unpack the words is the foundation for being able to write successfully based on the essential questions for the unit.
 

The iSpin: Having my iPad and iPhone in tow…

I decided to quickly create my own Video Vocabulary project to submit!

iBrainstorm Vocabulary: I used iBrainstorm to map out (or brainstorm) my vocabulary word, definition, and sentence.
iBrainstorm Vocabulary
Vocabulary Video – WeeMee style: I then created a WeeMee video to feature a word of my choice “courage” in a sentence.

 
 
 
 
 
 

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04 Jan 2012
Comments: 2

Glogster Learning Stations & iHybrids

Asked to develop a technology-integrated lesson for 5th Math, I naturally leaned to using the iPad. However, the lesson is being developed as a district resource and not every campus has iPads or iPods. Thus, I created a hybrid lesson. Since the elementary math specialists already had a bank of word problems that they had used in a “Words to Symbols” matching activity, we only had to spruce up some of the text and make it applicable or relevant to the apps we planned on using.

Glogster Learning Station: 5th Math – Patterns, Relationships, & Algebraic Thinking

The resources:

  1. Word Problem Videos: Each word problem was created with apps (e.g. Talking Pierre, Talking WeeMee, Talking Ben, and Puppet Pals). These videos were then emailed from my iPad and uploaded to Glogster EDU.
  2. Recording Sheet: The recording sheet was created in Word and dropped into my public Dropbox folder which generates a unique URL which will allow anyone to access the document (as there is no feature to upload documents in the free version of Glogster EDU).
  3. Glogster Learning Station: The Glogster Learning Station is great and visually appealing way to house all of your resources for students to access during the learning activity. Within the learning station, I included teacher’s notes, student directions, the word problem videos (and text translation), and a screenshot of the recording sheet that hyperlinks to the actual sheet (available to download), and an extra activity (that could serve as an additional assessment).

While this is a teacher-created station, the idea is so simple that students could create their own learning centers or create resources for a classroom learning station (as featured by Ms. Carnazzo’s class). Her class worked in small groups to create content to teach facts about government.

Class Glogster Learning Station: 2nd Grade Government Facts

The beauty utilizing Glogster EDU as a learning station (see more Glogster Learning Station resources) is that it frees up the teacher from disseminating directions and materials and it frees up devices in the classroom. Many classrooms only have one iPad (or a handful) and a few computer stations accessible to their students. By using the hybrid model, students can visit the Glogster station and then use other tools to complete an extension or remediation (e.g. two or three groups of students are working at Glogster learning stations, one group may be creating their word problem video or Khan-esque explanation using an iDevice and/or Document camera, and another group could be using the SMART board notebook lesson (or laminated cards) to match word problems with equations). This is also a great idea for differentiated instruction.

How times have changed…I created the following learning station glog (“Don’t Underestimate Yourself”) for middle school mathematics less than two years ago and the video resources took me nearly all day to edit and prepare… on a PC. With the flux of mobile devices and the ease of media production on these devices, I was able to knock out the video resources for the equations glog in less than an hour (and that was only due to the fact that I am a bit of a perfectionist).

Glogster Learning Station: Secondary Geometry & Spatial Reasoning

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18 Nov 2011
Comments: 0

History Rocks with Web 2.0 Tools & iDevices

A few weeks ago Jennifer Hall of Krueger Middle School asked me to review her music video project and give her a few tools that her students could use to execute the assignment. She had found some pre-created sample videos on YouTube to inspire her students (see below).
Too Late to Apologize: A Declaration
The assignment is as follows:
  1. Students select a historical period or event (between Pre-Colombian and 1890).
  2. Students research the event and locate 10 artifacts of historical information (e.g. visual, text, audio) to support the selection
  3. Students create a music video to showcase the artifacts and retell the event.
    1. Videos are 30 seconds to 2-3 minutes
    2. Videos could be animated, live action, or a series of stills
    3. The music could be original music and lyrics (both created by students), existing music with original lyrics (lyrics rewritten by students), or existing music that fits the project without alterations

 

Here are some of the tools (apps, software, and Web 2.0) that I suggested be used to achieve the final product:
  1. Software: PhotoStory
  2. Web 2.0: Animoto
  3. Apps: Videolicious, Cartoonatic, Sonic Pics, Slideshow+, StoryRobe . I also came across Film Genie & Roxio PhotoShow after we met.

 

Check out other iPad Lessons for History: Sock Puppet Court Cases Part 1 & Part 2

 

Get inspired to rock out your History classroom (History for Music Lovers – YouTube)

 

The French Revolution (“Bad Romance” by Lady Gaga)
The Gettysburg Address
The Battles at Lexington and Concord in Lego
Ballad of Benjamin Franklin *Music Video*
Why Study History?

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18 Nov 2011
Comments: 2

Primarily iProbability

If you are looking for an elementary iPad lesson in the techchef4u kitchen, it was probably cooked up by the ingenious Chef Carnazzo. This probability iLesson is no different. Carnazzo and her second grade class used the app ScreenChomp (featured in “Screen-casting & Problem-solving 4 the Classroom“) as a culminating apptivity from a week of work on probability (e.g. “TEKS 2.11: Probability and statistics. (C) use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons.”)

Chef Carnazzo Cooks up iProbability

Here’s how she did it:

  1. Teacher Preparation: Ms. Carnazzo chose the background pics (clipart from MS Word) and imported them to Doodle Buddy.
  2. Student Choice: Students chose stickers in Doodle Buddy.
  3. Student Assessment: Students had to answer (in written form) teacher pre-generated questions in reference to their picture.
  4. Highly Engaging: Carnazzo originally created the apptivity for an intervention group and, of course, the rest of the class wanted to do the apptivity as well.
  5. Small Group: While Ms. Carnazzo was working with small groups to record their screen-cast, the rest of the class had completed independent practice assignments at their desk.
  6. Student Planning & Preparation: Students used the questions and their answers on the worksheet that Ms. Carnazzo had prepared to craft the narration for their screencast. Carnazzo found it was useful to do a couple of dry runs prior to hitting the record button.
  7. Student Reactions: Students loved the ScreenChomp final project. Carnazzo stated the students really liked the part where their drawings appeared on the screen in the final product.
  8. Other Applications: Carnazzo felt this tool had a lot of klout in the classroom as students do so much problem-solving in math. She plans on using it in the future to have students record and compare different solution strategies to a single problem.
Sample other iCreations from the Carnazzo Kitchen: Grammar & Literacy with Tacky Wales, short vowel sounds with Songify, Math fact families with Talking Tom and friends, classifying motion with iCardSort, integrating Math and literacy using Puppet Pals Director’s Pass

FREEBIES and GOODIES OH MY!

TechChef4u now offers a Doc Locker full of freebies and goodies that can be used in the classroom. Lots of resources and templates can be found in the Creatively Productive Digital Downloads Doc Locker. Just sign up using the form below and you will receive an email shortly with a secret link to the site and password to nab your freebies.

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