Transcript Mission Possible - Amazon Web Services

Mission Possible:
Motivating the Middle
School Student to
Thrive
Melissa Dugan
Julie Janik
Peggy Veltri
Slides for this session can be found on the AMLE2015 app
The following session will focus on
instructional strategies which will
enhance the implementation of Common
Core standards. These sessions will give
you strategies for differentiating lessons
and keeping curricular content intact.
Mission Possible
About Us...
Melissa Dugan:
Dean of Students; 8th Gr. Social Studies and
Language Arts teacher
23 years as an educator
Peggy Veltri:
5th Gr. Social Studies; 6th & 7th Gr. English teacher
13 years as an educator
Julie Janik:
6th & 7th Gr. Social Studies; MS Theater
22 years as an educator
Mission Possible
Making the Flipped Classroom
Work for Middle School Social
Studies Students
By Melissa J. Dugan
Mission Possible
Why implement the flipped classroom?
Flipping the classroom will help you to create an
active classroom and enhance learning for your
students.
• 1- Edwards (2015) defined active learning as the
process of having students engage in some activity
that forces them to reflect upon ideas and how they
use those ideas.
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Why implement the flipped classroom?
2- Flipping the classroom has a positive impact on
student learning.
Classroom time now consists of:
• the use of small group work
• discussions
• PBL’s
• simulations
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Flipping the classroom:
• Considered to be some of the best practices in teaching
as it follows Bloom’s revised taxonomy.
• Students complete lower levels of cognitive work at
home (remembering).
• The focus is on higher levels of learning in class
(analyzing, evaluating, creating).
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• Worried About Creating Differentiated Lessons and
Still implementing Common Core?
• Flipping the classroom is your answer! Delivery
changes; not content.
• Students take notes at home and learn at their own
pace.
• Students have the option of reviewing the
video/lecture as many times as needed.
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PRIOR TO FLIP TEACHING, THE CLASSROOM WAS
PASSIVE:
Lecture based:
• Students take guided notes in class
• Homework= answer questions at the end of each
section
• Removing this part as the homework and replacing it
with basic content material ensures that:
–all learners understand higher level material in
class
–eliminates the pressure felt by students to copy
homework
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❖ Small group discussions of 3-5 w/ teacher support
is just one way to engage students and enhance
learning.
❖ Lee, Waxman, Wu, Michko, and Lin (2011) found
that students working together in small groups
proved to be more effective than students working
independently.
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• Research shows that long lasting learning occurs
when the brain is in a state of fun.
• Keeping students active in their learning through
activities that involve them gathering information,
thinking, discussing, and problem solving are
proven methods which allow significant gains in
learning.
Mission Possible
• What are the challenges with
Flip teaching?
• Time to create videos
The idea of flipping the classroom is to take notes
at a basic level for 2-3 nights a week
– Videos are 7-10 minutes
– Add in note taking for a total of 15-20 minutes
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There are ways in which teachers can work with their
principals to ensure all their students have the ability to
watch the lessons prior to class.
One possibility may include arranging computer time for
those students who need it before school starts/during a
study hall/after school.
Finding meaningful enrichment activities during class
time is key to flipping the classroom.
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• What do you do in class if you are not
lecturing?
A typical class might look like this:
• Quick walk around the room while quickly
checking notes.
• Student led discussion occurs.
• Activity/group work/ simulation/ online
activity/ video clip.
• Quiz might follow the next day.
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• IDEAS for the Active Classroom
Live polls in class: www.polleverywhere.com
Interactive games:
1- http://amhistory.si.edu/onthemove/games/
2- http://playinghistory.org/
3- http://www.filmstory.org/
4http://teacher.scholastic.com/activities/immigration/index.ht
m?
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IDEAS for the Classroom continued
5- http://www.mission-us.org/
Activities:
1- http://c-spanclassroomdeliberations.org/activities/
2http://celebrating200years.noaa.gov/edufun/book/welcome.
html#book
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Online virtual museums:
1https://www.graphite.org/blog/online-museums-you-can-explore-forfree?utm_source=2014_06_23_Graphite_Newsletter&utm_medium=email&
utm_campaign=weekly
2- https://www.amrevmuseum.org/ (American Revolution)
3- Audio and visual tours of the world : http://www.audioviator.com/en/
Maps:
1-
Animated Atlas: http://animatedatlas.com/
2-
Overlap Maps: http://overlapmaps.com/
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1-
Create a debate: http://www.createdebate.com/
2- Historically based songs and raps: https://www.flocabulary.com/
3- Current world news with quizzes: http://www.isidewith.com/
4-
Candidates: http://www.livingroomcandidate.org/
5- The History engine:
http://historyengine.richmond.edu/pages/home
6- Taxes and how they work: https://www.whitehouse.gov/2014-taxreceipt
7-
Resources: http://resourcesforhistoryteachers.wikispaces.com/
8-
Time search with timelines: http://www.timesearch.info/timesearch/
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What did the real experts have to say?
Did you enjoy the method of flip teaching?
“Yes, I enjoy the flip teaching method. I was able to take notes at my own pace
without worrying if I was behind or ahead. It took off the stress in class while
writing notes and allowed me to actually understand what I was writing while
writing it.”
“Yes, instead of spending our time taking notes in class we used it to discuss
and I gained a lot from that process.”
“I love flip teaching. It allows me to learn and take notes on my own pace.”
“I love using flip teach. I got to re-watch the lessons in the comfort of my room.
I learned a lot more than I would in a classroom because it wasn’t as boring.”
Mission Possible
Did you feel that this method helped you to be successful in
the class?
“Yes, it did help me to be successful because I was able to understand the
lesson on my time. It was also nice to have the source of notes be portable
and virtual because I could access it anytime instead of having to wait until I
had to go back to school.”
“Yes, because before a test or a quiz I could go back and watch the video
again to refresh my memory.”
“Yes, because of taking notes at home and not instantly going into a
discussion, we were able to formulate questions we had, and also take some
time and think about the topic at home as well.”
Mission Possible
Do you believe that the activities completed in class helped
you to understand the material you heard the night before?
“Yes, because it was a way to keep the information engrained in my head.
Instead of memorizing I understood the lesson.”
“Yes, because when you do the activities in class after learning the material the
night before it reinforces what you’ve learned in your memory.”
“Yes, when we talked about the material in class through activities, it cleared up
whatever was not clear from the last night’s lessons.”
Mission Possible
Would you like to see more flip teaching in your other
classes?
“Yes, I think this method would be beneficial in other classes because it is
much more efficient than trying to compensate and try to make a universal
pace for everyone in class. It’s much more efficient to learn at your own pace,
so applying this method to other classes would allow that, therefore making
each class efficient.”
“Yes, this method of teaching seems to be a very positive change to the basic
system of classwork and homework.”
“Yes, I really like this method of teaching because instead of using class time to
take notes, we can use it to talk about them, discuss, watch relevant clips, or
do fun activities.”
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NEGATIVE COMMENTS ABOUT FLIP TEACHING:
“I don’t exactly prefer flip teaching over traditional ‘in class lectures’ because I
feel like it would be more beneficial to discuss the topic as a class
immediately after we are taught the material because in-class discussions
allow time for questions right after a topic is introduced and discussion could
take place. I’d also like to see or do more of an opinionated thing or activity
in class.”
“Flip teaching did not really help me because it went way too fast and I could
never pause it.”
“Sometimes during group work people would answer questions quickly and I
had no idea what they were talking about.”
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HIGHLY RECOMMENDED MOVIES TO BRING INTO THE
CLASSROOM:
Use clips from the movies….maybe 10-15 minute clips at a
time.
Bring History to life through riveting reenactments:
• The History Channel’s American the Story of Us
• The History Channel’s The Men Who Built America
• The History Channel’s The World Wars
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• Read Flip your classroom by Jonathan Bergmann and
Aaron Sams
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http://www.screencast.com/users/misd
ugz/folders/Camtasia%20Studio/media/
b9849495-7e35-412c-85fd-1faf7b91362c
Camstudio software $299.00
Yearly public access through the screencast $99.00
Mission Possible
References
Bergmann, J., & Sams, A. (2012). Flip your classroom reach every student in
every class every day. Eugene, Or. International Society for Technology in
Education.
Edwards, S. (2015). Active learning in the middle grades. Middle School
Journal, 26-32.
Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2014). The NMC
Horizon Report:2014 k-12 edition. Austin, Texas: The New Media Consortium.
Lee, Y., Waxman, H., Wu, J., Michko, G., & Lin, G. (2011). Revisit the effects of teaching
and learning with technology. Educational Technology & Society, 16(1), 133-140.
Mission Possible:
Student-created Digital Projects
for 21st Century Skill Development
By: Peggy Veltri
Mission Possible
Why move to student-created digital products?
• Checks all the boxes for 21st Century Skills
– Collaboration
– Creativity
– Communication
– Critical Thinking
• Gives early experience in skills they’ll use during
their academic & professional careers
• Provides a means of authentic assessment
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Remember: The person doing the talking
is doing the one doing the learning.
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• 5 Tools that let students do the talking...
Mission Possible
Criteria for selection:
• Free or low cost
• User-friendly...no significant PD needed
• Student-centered: Differentiation comes
naturally
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iBooks Author
• Available on Mac computers
• FREE
• User friendly… intuitive…online
help and tutorials available
• Easy to customize or just use existing
templates
• Lets kids produce authentic products
Mission Possible
How iBooks Author works
for me...
• Students create research report as usual
• Collect photos that support the main
ideas; put in an easy-to-access file
• Select a template
• Determine “chapters” and start flowing
text onto pages
Mission Possible
How iBooks Author works
for me… (cont.)
• Have fun with widgets
–Photo galleries
–Videos
–Quizzes
–Interactive graphics
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Publishing with iBooks Author
• Publish to the iTunes store
–Need an Apple ID
–Consider Student Privacy
–Can get complicated if students play
with formatting too much
• Publish to iPad
– Easy peasy… two clicks
– Downside: Not sharable beyond that iPad
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Benefits of iBooks Author
• Helps students who struggle with
organization
• Breaks down info into manageable bites
• Leads students to determine what
matters most...
IN SHORT…
Further Develops Critical Thinking Skills
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Glogster
• Students create web-based
digital posters
• Annual subscriptions
–$95/yr. (1 teacher & up to 125 students)
–$39/yr. (1 teacher & up to 30 students)
–$390/yr. (up to 10 teachers & 250 students)
Mission Possible
Glogster
•User friendly; lots of bells
and whistles
•Use Glogster graphics, original
photos, internet images,
videos, etc.
•Create whole-class
presentations for easy sharing
Mission Possible
Glogster Student Samples
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Green Screen by Do Ink
• $2.99 in App Store
• Simple to use (green fabric or
paper will do the trick)
• Record from iPad or phone
• Save to iMovie for additional
editing or share to Dropbox,
Google Drive, YouTube, etc.
Mission Possible
Green Screen by Do Ink
• Students will...
–Complete research as they would for a
research paper or short project
–Create a short script of THE MOST
IMPORTANT info
–Look for the nouns and find pictures to
support them
–Record video in front of green cloth or paper
–Combine video with relevant photos to
support what is being said
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Check out this student work!
Mission Possible
iMovie : Bring Writing to Life with Digital Storytelling
Students research and write a narrative about an important
family event, often tied to a time in American or world history.
● Research through family interviews and additional
historical research (ex: Great Depression; Ellis Island)
● Draft and revise their family story
● Collect additional images from family sources and the
internet
● Record narration using GarageBand, iMovie, their phone
or a recording booth
● Create movie by marrying photos with audio
● Collaborate with older students who have experience with
the project
● Share via iBook, in-school movie premiere, YouTube
channel
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Finished Product: iMovie and iBook
Mission Possible
Replace or extend dry research papers
with student “voices” using iMovies
● Interview “experts”
● Synthesize
information to create
new understanding
● Write and create for a
“real” audience
Start thru 1:30; 8:24 through end
Mission Possible
iMovie : Making Connections in Social Studies
Following our study of Ancient Greece,
5th grade social studies students will:
● Travel across campus in search of
connections between Ancient Greece
and modern-day Elgin
● Take photos and videos as they go
● Create a storyboard that sets the
plan for their movie
● Collect additional images from the
internet
● Write a script to support their story
● Record narration and add images to
support it.
Mission Possible
Sock Puppet Videos
● Lip-synced animated videos
● Designed for iPhone and
iPad
● Free for up to 30 seconds of
recording;
99¢ for longer recording times
● Kids love them!
Mission Possible
Sock Puppet Videos Classroom Uses
● Explain a science concept
● Summarize an idea or
process in any subject
● Explain the significance of
an event or historical
figure
● Review a book
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Sock
Puppet
Videos
● Start with a plan for the information you
want to share
● Import pictures from online sources or
from your camera roll
● Select props (if needed)
● Draft a script to cover key information
● Create a quick storyboard to arrange
photos in an order that supports your script
● Select characters and voice type
● Open the app and tap photos as you
change the background in your project
● Start recording, tapping each puppet when
it’s their turn to speak!
Mission Possible
How it works:
● Basic accounts are FREE and
allow for up to 100 students per
teacher ($35/yr. for more bells
and whistles and full screen
view)
● Teachers can use it to present
info to students
● Students can use it to share
their learning with others
● Combine with other technology to
create interactive products
Mission Possible
Great for…
● Maps
● Plot Diagrams
● Timelines
● Science Processes (water cycle, chemical reactions, etc.)
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Thinglink How to…
1. Invite students to join your class
1. Have students select a photo that is rich
with details relating to a concept or idea
1. Open Thinglink, import photo and begin
tagging it with:
a. Text
b. Other photos
c. Videos
d. Websites
1. Share by copying and pasting link or
share within social media/Google
Mission Possible
When considering adding technology-based tools to your students’ learning
activities, think SAMR
R
M
A
S
SAMR model developed by
Dr. Ruben Puentedura
Mission Possible
Closing Advice…
Point students in the right directions with
some good tools and get out of their way!
Mission Possible
Music and Movement in the Middle
School Social Studies Classroom
by Julie Janik
Mission Possible
Purpose of Music and Movement in
the Classroom
Increases attention,
energy, and memory
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“Students who are required to stand or move
around during a lesson have less physical fatigue
and therefore, concentrate more efficiently on the
concepts or tasks at hand.”
“In addition, active, movement-oriented
lessons are fun for the students” ( Erlauer 46).
Mission Possible
“Music: Music can lower stress, boost learning
when used 3 different ways:
● as a carrier – using melody or beat to encode
content,
● as arousal – to calm down or energize,
● as a primer – to prepare specific pathways for
learning content, impacts the immune system,
and is an energy source for the brain” (Sousa
1995).
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ATMOSPHERE
Creating interest with music and movement
1. “Gonna Fly Now” (Rocky)- Celebration
musichttps://www.youtube.com/watch?v=EFofqe26t-4
2. “Reveille”, “Taps”- unit of Civil War
3. “Roam”(B52s)- unit on Roman Civilization
https://www.youtube.com/watch?v=iNwC0sp-uA4
4. “Pompeii”(Bastille)https://www.youtube.com/watch?v=F90Cw4l-8NY
5. Medieval, Renaissance, Andean music, etc.
-background music for various units of study
Mission Possible
žWEB-BASED ACTIVITIES
1.
(www.flocabulary.com)
(teacher: $96, school: $1,600)
-Week in Rap-current events
https://www.flocabulary.com/topics/week-in-rap/
-“The Empires of Islam”- Islamic Empires
https://www.flocabulary.com/islamic-empires/
-“Hay! Nativos”- Mesoamerica
Mission Possible
ž2.
(www.youtube.com)
- “Istanbul not Constantinople” (4)
https://www.youtube.com/watch?v=CryG-FLoFHI
- “Walk Like an Egyptian” (2)
- “Down By the Riverside” (2)
- “Mashed Potato Time” (1)
Mission Possible
ž3.
(www.schooltube.com)
-“The Wives of Henry the VIII”
http://www.schooltube.com/search/?term=horrible+histories
+henry+the+viii
-“The Plague Song”
-“Queen Elizabeth I”
Mission Possible
4.
(www.youtube.com)
-“Sufferin’ Till Suffrage”
-“I’m Just a Bill”
https://www.youtube.com/watch?v=FFroMQlKiag
-“3 Ring Circus”
-“Shot Heard Round the World”
Mission Possible
ACTIVITIES
(not necessarily web-based)
1. “Chicken Fat”- https://www.youtube.com/watch?v=EFofqe26t-4
Compare/Contrast, current events to the 1960s
2. “Molasses to Rum” (1776) - Triangular Trade
https://www.youtube.com/watch?v=8QhyX-_RPuI
3. “Preamble”- (Schoolhouse Rock) Constitution
4. “Battle of New Orleans” –(Johnny Horton)
War of 1812 https://www.youtube.com/watch?v=VL7XS_8qgXM
Mission Possible
MOLASSES TO RUM
Rutledge:
Molasses to rum to slaves, oh what a beautiful waltz
You dance with us, we dance with you
Molasses and rum and slaves
Who sails the ships out of Boston
Ladened with bibles and rum?
Who drinks a toast to the Ivory Coast?
Hail Africa, the slavers have come
New England with bibles and rum
And its off with the rum and the bibles
Take on the slaves, clink, clink
Hail and farewell to the smell
Of the African coast
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Molasses to rum to slaves
'Tisn't morals, 'tis money that saves
Shall we dance to the sound of the profitable pound
In molasses and rum and slaves
Who sails the ships out of Guinea
Ladened with bibles and slaves?
'Tis Boston can coast to the West Indies coast
Jamaica, we brung what ye craves
Antigua, Barbados, we brung bibles and slaves!
Molasses to rum to slaves
Who sail the ships back to Boston
Ladened with gold, see it gleam
Whose fortunes are made in the triangle trade
Hail slavery, the New England dream!
Mr. Adams, I give you a toast:
Hail Boston! Hail Charleston!
Who stinketh the most?
Mission Possible
REFERENCES
Erlauer, Laura. (2003). The Brain-compatible classroom. Using
what we know about learning to improve teaching.
Alexandria, VA. Association for Supervision and Curriculum
Development. Print.
Ratey, John & Hagerman, Eric. (2008). Spark. The revolutionary
new science of exercise and the brain. New York, NY. Little
Brown and Company. Print.
Sousa, D. (1995). How the brain learns: More new insights for
educators. A presentation on August 18, 1998, in Port
Washington, Wisconsin. Web.
Mission Possible
Common Core Standards Addressed
• Integrate visual information (e.g., in charts, graphs, photographs,
videos, or maps) with other information in print and digital texts.
(CCSS.ELA-LITERACY.RH.6-8.7)
• Write informative/explanatory texts, including the narration of
historical events, scientific procedures/experiments, or technical
processes. (CCSS.ELA-LITERACY.WHST.6-8.2)
• Establish and maintain a formal style and objective tone. (CCSS.ELALITERACY.WHST.6-8.2.E)
• Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (CCSS.ELA-LITERACY.WHST.6-8.4)
• Use technology, including the Internet, to produce and publish
writing and present the relationships between information and ideas
clearly and efficiently. (CCSS.ELA-LITERACY.WHST.6-8.6)
Mission Possible
Questions?
Melissa Dugan: Dean of Students; 8th Gr. Social Studies teacher
[email protected]
Peggy Veltri: 5th Gr. Social Studies; 6th & 7th Gr. English teacher
[email protected]
Julie Janik:
6th & 7th Gr. Social Studies; MS Theater
[email protected]
Or call: 847-695-0302
Mail: Elgin Academy
350 Park Street
Elgin, IL 60120
About Elgin Academy…
Elgin Academy is a PS-12
independent school located
about 40 miles northwest of
Chicago. We take learning
personally, embrace an active
approach to learning, and
have recently celebrated our
175th anniversary.
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CEU Code
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CEU Code:
KL-78