OfficeMix in a BYOD classroom

Last term I had the privilege of team teaching with a colleague who is teaching a Year 7 class this year for English, Maths, Science, Geography and History (at my school Year 7s are taught these subjects by the same teacher as a middle years strategy). This class, like many classes, consisted of students of varying ability levels and were learning English as an additional language. We wanted to utilise technology in a way that enabled more differentiation. personalised learning and more opportunities for teachers to help students one-to-one.

So we decided to use OfficeMix to flip the classroom. We didn’t flip the classroom in the traditional sense of getting students to watch video tutorials at home and then do activities in class. Instead, we did a brief introduction of the lesson (eg. brainstorm, linking the lesson’s content to previous learning, pre-loading metalanguage) then students watched an OfficeMix presentation on their own devices with a follow-up activities (eg. quiz or a worksheet). Students were told they can watch the OfficeMix presentation as many times as they need to in order to complete the follow-up activities successfully. This meant some students only watched the OfficeMix presentations once or twice while other students watched it many times. When students found the follow-up activities challenging, they were able to watch the OfficeMix presentation to work out how to do it. This allowed me and the teacher I was team teaching with to offer intensive one-to-one support to the students who needed it most.

Here’s an example of one of the OfficeMix presentations we used for this class:

https://mix.office.com/embed/ny5p5aabe06m

Using video tutorials is not new but what I like about OfficeMix is that it utlises PowerPoint. PowerPoint is a software that many teachers are familiar with so it is an easy step-up for for them to use the OfficeMix add-on. Many teachers already have many existing content presented in PowerPoint so they can easily turn them into video tutorials with minimum workload. What I personally found the most useful is that OfficeMix presentations works on all devices. The class I was teaching in had students bringing Surface Pro’s, Windows laptops, Macbooks, iPads, iPhones and Android phones. OfficeMix worked on all of them.

My next step is to have students making their own OfficeMix presentations to show their learning.

Science with gummy bears

Gummy bears are not only a delicious treat, they also have multiple uses in science. This term my year 9 class are completing a project called Project Mars. Project Mars is a joint project with the Powerhouse Museum where students can remotely control a Mars Rover to perform experiments on a recreated Martian surface to find out whether Mars could support life.

To collect and analyse the data from these experiments on the Martian surface, students need to learn about atoms and waves, and this is where gummy bears come in. Gummy bears have come in really handy for two experiments showing the properties of light.

(1) Gummy bears and laser experiment

Gummy bears can be used to show how light is absorbed, transmitted and reflected. This activity show why objects have different colours.

Students shined a red laser light onto red gummy bears and green gummy bears. The red light will transmit and reflect on the red gummy bears, but absorbed by the green gummy bears. Students then shined a green laser light onto red gummy bears and green gummy bears and compare the observations. This experiment makes the concept of absorption, transmission and reflection of light more real to students.

20140611-185431-68071593.jpg

(2) Gummy bear wave machine

I came across this experiment on YouTube. Gummy bears, skewers and duct tape is used to make a wave machine to demonstrate a range of properties of waves. I really like this experiment as it is a hands-on and visual way to show students properties of waves and works a lot better than skipping ropes and slinkys.

20140611-185609-68169592.jpg

 

Giving students a say in their homework

This is probably not new but this term I’m trialling a different way of doing homework with Year 9s.

I try to make homework so it doesn’t become a workload burden for myself and my students. A lot of my students have extra-curricular activities like sport and I have had quite a few parent phone calls raising the concern between balancing their family lives and homework. I’ve also had the issue of different access to resources from home. A lot of my students love doing homework activities online, but not all of my students have internet access. To create a set of online homework activities and then another set of offline activities, for all four of my classes became too labour-intensive that there was very low return-of-investment.

So this term I’m doing something different with Year 9s. They will be given a choice in what kinds of homework they want to. The topic is on the nervous system, endocrine system and immune system.

I’ve made sure there are activities that are quite basic (like completing a table) to activities that are higher-order that require the creation of products like video. I’ve also made sure that students can choose HOW they complete their homework. They can do things electronically or on paper.

Not sure how this will go, but is worth trying. I’d love your thoughts on this, whether you’re a student, parent, teacher or anyone else.

Watch this space for updates 🙂

A story in 2 minutes – a multimedia activity for all subjects

My principal shared this video with me today. It’s called Our Story in 2 Minutes. The video summarises the Earth’s history from the Big Bang till now in two minutes.

This inspired me to come up with some similar story-in-2-minutes activities where students can create a video using images only to represent the development of an event. It doesn’t even have to be two minutes. It can be one minute, three minutes, however long you and your students like. A video of images can be made to sequence the events in the evolution of life on Earth, the development of our current understanding of the universe, development of the cell theory, development of our understanding of genetics … the list goes on and on and it can be used in subjects other than science.

What I like about this activity is that it’s simple and yet allows students to create and engage in deep learning that extends from a subject area and even be part of a cross-KLA activity. It’s simple for both students and teachers as it involves searching and selecting images that represents certain ideas and events and then inserting the images into a video-editing program such as Windows Movie Maker or even PowerPoint. Technology tools that don’t require a high level of technical expertise from either teachers or students and are available to most students. The activity is also simple in the sense that it does not have to take long, which can be a good activity to suggest to teachers who are concerned about being pressed for time.

To create stories in 2 minutes also allow students the opportunity to learn about digital citizenship. Can students use any images pulled from the web? Do they have to search for creative commons images? How do they acknowledge the source of images? This activity is not only about the content of a subject area.

Finally creating stories in 2 minutes can be adapted into project-based learning or provide an opportunity to create a product that can be shared with a public audience beyond the classroom. Creating a story in 2 minutes require students to first understand the content, select and justify appropriate images that best represent the content and sequence them in a logical order. It allows students to apply higher order thinking skills.

I teach in Sydney, Australia so my school year is starting in about a week’s time. I will be definitely using the story-in-2-minutes concept this year.

What will you use it for?

 

Small changes can make a huge difference

Over the past few years I have been constantly changing the way I teach due to introduction of 1:1 laptop initiatives in some classes and a continually-developing understanding of how students learn. In a lot of cases it has involved turning things upside down and completely rewriting units of work. This is tiring. Worth it but tiring. But I found out recently that small, minor changes can make a huge difference too. The Student Research Project (SRP) has been around since I was in high school. It’s an oldie but a goodie. The SRP involves students planning, doing and reporting on an experiment of their choice. It is a compulsory activity for all Year 7-10 students in NSW, Australia. Each student must do at least one SRP once in Year 7 and 8, and another one in Year 9 and 10. By doing the SRP, students learn how to design a fair experiment, a must-have skill for all scientists! See here for more info on the SRP.

It was the Year 8’s turn to do the SRP in September this year. The traditional way of doing the SRP is for students to choose an experiment, plan it, do it and then submit a written report. This year my faculty decided to revamp it and not just rehash the status quo. However this didn’t involve major changes that would stress everyone out. It involved a few tweaks that would have the most impact. Like always we gave students the choice of whatever experiment they wanted. My class were doing experiments ranging from water absorption of different types of soils to whether particular types of video games would improve people’s reaction times to using Gary’s Mod to run a simulated experiment. However instead of forcing students to do a written report, we decided to let students choose how to present their SRP findings in whatever medium they wanted. Some students still chose to submit a written report (but by sharing it as a Google document to make the feedback process more efficient) while other students chose to create Prezis or videos. Students had to justify why their chosen medium would be the most effective in communicating their findings to others. At the conclusion of the SRP, students shared their findings with their class over a two-day conference, just like real scientists.

In the presentations I would usually get students to give each other feedback (one medal and one mission) by writing it down on a piece of paper, which I will take home and collate and then give back to students. This was a really inefficient way of doing it. Students had to wait at least 24 hours to get peer feedback and it took me time to type of the students’ feedback. This time I decided to create a backchannel on Edmodo that students used to give feedback to each presenter. Students did this by using laptops. A designated student had the role of creating a post for each presenter and then the whole class will reply to that post with a medal and mission for the presenter. Doing it this way meant that the presenter got the feedback as soon as they finished presenting; they didn’t have to wait till the next day after I’ve collated the class’ feedback. Students really liked the immediacy of the feedback they got from the Edmodo backchannel. There was also one student who made a video for his SRP, but he was ill over the two days of the presentations. His video was still shown and he was able to receive feedback on it at home from his peers via the Edmodo backchannel.

A sample of the Edmodo backchannel

So just with a little of tweaking, the good ol’ SRP has been thrusted into the 21st century. I didn’t have to completely re-write it or turn it upside down. Just by adding Google docs, more student choice and Edmodo, the SRP was made a million times better for students as a learning process. From the end-of-term evaluations, many students from across all Year 8 classes identified the SRP to be their favourite activity this term because it gave them choice, it let them use technology and they learnt by doing.

Next time I’d like to have students sharing their findings with a global audience, or at least with an audience beyond their class. But one small step at a time 🙂

All high school teachers should teach primary school

20130822-202405.jpg
I am so lucky this year that I get to teach with my primary school colleagues from our partner primary schools. For the last two terms I taught Year 5s from Hilltop Road Public School and for the rest of this year I am teaching Year 5s at Merrylands East Public School and Merrylands Public School.

Teaching with primary school teachers have been one of the best professional learning experiences I have had. Here are the main things from primary schools that really speak to me:

-It’s all about students and learning. It isn’t about particular subjects and pushing content. Everything from what is displayed on the walls to the activities is all about the learner.
-Primary school students can do a lot more than you think. While I have never been one of those teachers who think Year 7 students are babies, the level and rigour of learning in primary schools continue to amaze me. Kids are making stop motion animations, blogging, producing their own news … The level of richness is their learning is often unknown to high school teachers.
-I learn so much from watching how primary school teachers structure learning. From how they break down complex tasks to how they use the wall space as another teacher. I have learnt so much from Brett Kent and Karlie Hindmarsh (@karliehindie)

So if you are a high school teacher, you should see whether you can teach with your primary school colleagues. It will be one of the best learning experiences. Plus you get to teach while sitting on a yoga ball. Why wouldn’t you want that experience! 🙂

What do students think of their learning?

Student voice is something that I really value. In the perfect world students would have a complete say in what they learn and how they learn. But in the meantime the confines of syllabuses I still like to give my students a say in the learning that’s happening in the classroom. What things do they like learning about? How do they like to learn? Is what they are learning too difficult or too easy? What parts of the classroom learning design do they think needs improvement? What can I do as their teacher to make learning better for them?

My Year 8 class gave their feedback on their learning this week as Term 2 in NSW, Australia drew to a close. Here’s what they thought:

infographic of evaluation results

 

The main topic we studied in Term 2 was called Water Water Everywhere, which is essentially using the particle model to explain the properties of solids, liquids and gases and why one state of matter changes to another when energy is added or removed from the system. This topic is probably one of the most difficult and often disengaging topic for students because it involves an abstract concept. The particle model lends itself to a lot of student misconceptions and is generally something students find difficult to understand, which I have discussed in a previous post. To overcome this the learning was designed so to involve lots of interesting hands-on experiences such as making quicksand and using technology for students to increase their conceptual understanding and allow their misconceptions to be picked more and addressed more frequently.

From the students’ feedback, scientific metalanguage was emphasised as an area they thought needed improvement, so next topic there will be more activities that emphasise the use of scientific metalanguage.

What I also find interesting is students’ decisions on whether they will continue with Science in the post-compulsory years of schooling. What I find particularly interesting is that quite a few students who consistently say they find the learning in Year 8 science fun, interesting and related to the real world, do not want to study science in Year 11 & 12 because their chosen career does not need science. There seems to be a perception with my Year 8s that science in Year 11 and 12 are for people who want to be scientists. This perception is also found in evaluations completed by Year 9 and 10 students.

So one of my challenges for the rest of the year is how am I going to design the learning for these students value science and view it as important to learn, even though they aren’t going to pursue a career in science.