Math Writing Prompt Leads to iMotion Video

Video Link

How to make an iMotion video (With iMotion)…

  1. The first step to create your project is Download the free app iMotion.
  2. Open iMotion and select the button labeled “new movie”. (You will see two buttons underneath labeled “help” and “iMotion gallery”. The button “help” contains help and tips, while “iMotion gallery” contains videos and movies from others.)
  3. After clicking on the “new movie” button, then select “manual”, and then “start”.
  4. Please Note: iMotioncan also be used to make voice notes, remote videos, and time-lapse projects.
  5. Once you have selected the “start” button, choose your topic/theme. For my project, it was a Super Mario BrosTM -like setting.
  6. Get your props ready. For me, it was paper and a utensil to draw with.  Also, scissors to cut the designs and something to prop up the camera.
  7. Please Note: You will want a substantially sturdy object to hold it. This can include a custom case, stand, or even just a stack of thick books. However, make certain your holder doesn’t cover or block your main camera.
  8. Position your camera in a way so it will not move. Or in a way so it is easy to move.
  9. The following video shown above uses movement intentionallyto mimic the movement of the Super Mario BrosTM Game. However, this example project requires a still camera.
  • Near the top rightmost corner, there is a “capture” button. Once you have positioned your props, press this to take your first video. Move your props about a quarter-centimeter, and then take the second “capture”.
  • Please Note: The span of your screen for the normal model iPad Miniis a 720×720 base. This may vary in devices updates, and otherwise development. Also, you can see the total number of “captures” you have taken by looking at the total middle label titled “Images”.
  • If you have finished your video, select the “display button at the bottom leftmost corner. Then the “stop capture” one.
  • Move your object a half-centimeter in between every “stop capture”.
  • Please Note: When you hit the “stop capture” button, you will see several options. One of these, “onion skin” will allow you to see the previous screen overlaying the new one. I would recommend using this for the smoothest possible transitions.
  • When you are finished with your section, hit the “stop capture” button. It will ask you to confirm, so simply tap the screen to continue.
  • Once you are at this point, the lower scroll bar will allow you to change your FPS, or Frames per Second.
  • To delete a frame, simply slow your FPS down and pause on the frame you’d like to delete.
  • Save your project.
  • You’re done!

Janice Conboy @Mrs_Conboy

and Whitney Cavanagh @WhitneyCavanagh

6th Grade Teachers

Guest Blogger: Clarissa, 6th Grade Student

“Brown Bear, Brown Bear What Do You See?”

In Beth Campbell’s 7th grade Spanish classes, students start an immersive and multi-faced technology project by imitating the phrasing from this class picture book by Bill Martin, Jr. Students are tasked to create a Spanish version of this book, using their own theme in replacement of Martin, Jr.’s animals.  Several students choose Disney characters, others choose food, and a few pick favorite athletes as their theme.

After students have picked their themes, they get busy writing a script for the story, having it checked for grammar and spelling by Mrs. Campbell before the final production stages. In order to transform their script into an electronic book, they will be using the technology platform Adobe Spark. Adobe Spark allows users to insert text, images, and voice recordings into multi-slide presentations that can be shared online. Students have fun as they change design themes, add pictures, and finally record their voices and publish their finished product.

In my role as a technology coach at Westview Hills Middle School in suburban Chicago, one of most enjoyable aspects of my job is to see projects evolve over the years. The Spanish picture book project described above started off several years ago with students creating their own versions using paper and markers. For the oral portion, students would read their book to their class. We have tried numerous technology platforms over the years, from Shadow Puppet to Google Slides combined with Screencastify. Each product has had pros and cons, and this year we decided we were ready to try something new. Adobe Spark seemed like a perfect combination of components we have liked in past platforms. It is easy to record audio and the finished presentations look professional and inviting. Students found it easy to use and could login with their Google accounts.

As this project continues to evolve, next year we hope to share the electronic picture books with K-2 Spanish-speaking students in our district. After the K-2 students view the books, they can record their feedback and share with our 7th-grade students. Every evolution of the project has enhanced student learning and helped to develop new skills in technology and the content area. The electronic format allows for seamless teacher and peer feedback and the ability to share throughout our district and the world. I can’t wait to see what the future holds for this exciting project!
In what ways have your projects evolved over the years, particularly with the integration of technology?

Megan Flaherty, Librarian and Instructional Coach Westview Junior High

@d60WestviewIMC

My Reflection About Writing with 26 Co-Authors

Last night I emailed the first draft of the 6-8 book to our publisher and today I am taking a few moments to reflect on the process so far. Four of the five books have been submitted and the last book is close. The first editing meeting for the k-2 book is this afternoon.

The working title of the books in the series is Now Classrooms k-2, 3-5, 6-8, 9-12 (this will change in the process). The books are organized in grade bands starting with kindergarten the books scaffold through high school. There is also a leadership book that has a framework to keep any discussion about technology use stay focused on teaching, learning, and data, before talk about devices and the boxes and wires.

Partnering with Solution Tree Press we started planning this series about 18 months ago.  I asked some of the busiest teachers, instructional coaches, and administrators in the Chicagoland area to join the writing team. There are 27 of us writing together, and what an adventure it has been! The series of books will be available late summer-fall 2017. We are all so excited!

Even though I have seven books already published, I learned so much during the process of working with these talented educators. Here are a few things I learned:

  • I will never write another book alone, it is so much more fun and productive to work with a team.
  • I can’t imagine how this process would have ever worked without a G-Suite type of environment.
  • You have to dream big and select the best team leaders to focus the work of each of the teams.
  • Most of the writing meetings were at my house and I really enjoyed planning and cooking fun meals for the writing teams. It was a great break from planning meals for picky eaters!
  • There are fantastic, hard-working, creative educators that are willing to go above and beyond by participating in a project like this for their own personal professional development.

I hope once we live through the editing process we all still smile as we think about our time together collaborating, laughing, eating, and working for hours and hours outside our “day jobs” as educators.

#Awesome!

Meg Ormiston

@megormi

Weather Movie Makers

Our students are expected to share their learning through a variety of media, so we like to create fun, engaging projects with each unit of study!  Second grade was researching various types of weather and wanted a special way to produce their hard work!

We created newscasts using the FABULOUS green screen app by Doink!  We use this app for many purposes, but this project was the first time we tried using all three layers of movie magic!

Our students saved images of their storms, an empty newsdesk and then dressed for the part!  They were able to be reporters at a newsdesk to introduce their friends, and change scenes using iMovie to create a complete weather research report!

We used our green wall, a desk and the app by Do Ink to create the fun.  Each child was filmed sitting at the desk, and standing by the green wall with a microphone, just like the real weather reporters!  We put all the clips together in iMovie, and shared them with our families on Seesaw Learning Journal!

A great lesson on real-world connections, collaboration and communicating our learning in a very sophisticated way!  Enjoy a great example here: https://goo.gl/qOjLke
By Lissa Blake @D60HolmesTech

 

50s Day School Movie!

We celebrate the 50th day of school by dressing up in poodle skirts, rolled up jeans and hula hoop competitions!  I wanted to create something with each classroom to celebrate the 50th day integrating our technology throughout the entire school!

I took some time to research all the fun products that came about in the 1950s that our young students would know or care about still today! Each classroom picked the product out of a hat, we did some class research using a variety of tools and produced a short movie with our findings!

We learned about everything from PEZ dispensers and McDonald’s to Play-Doh and Frosted Flakes!  The kids loved learning about all the fun products that they still may use today  while we all learned a great new app, Puppet EDU (Shadow Puppet) to publish our research and share with our friends.

I took all the short videos, and put them together in iMovie with a 1950s soundtrack to complete the final project!  We all got to celebrate together by watching the movie our whole school worked hard to create in our classrooms on the 50th day of school!

 

What an easy and fun way to bring our school community together, and learn a little along the way!

Enjoy our school video: https://goo.gl/p3YGHD

By Lissa Blake @D60holmestech

Coding in Kindergarten IS Possible

 

Kindergarten kids coding? What? Is that possible?

A few years ago I would have said no way!  In fact, about two years ago when I got an email from the district about teaching coding, I said to myself and out loud, “Now I have to teach kids how to code?  Are you kidding me?”

But, a funny thing happened.  I tried an app and I discovered all kinds of amazing things!

I was introduced to the app Kodable.  I took it home and gave it to my own kindergartener and she was thrilled to try it!  To her it was just a really cool game!

I even Tweeted the picture above.

That next week on Monday, I introduced this program to my students and they were hooked too.

This year, my teaching partner and I had a more solid plan of attack to teach coding.

Here is what we did:

First, we showed our students two videos from the Hour of Code website (code.org).  They were highly interested when we showed the Star Wars and Frozen videos that highlighted how creators used code to program the puppets and cartoons.

We then asked the students to “code the teacher” from the door of the classroom, to the rocking chair at the rug.

When we began, they simply said, “go forward.”  That led me to walk straight to my outside door and through the door.  The class erupted in laughter.  When students were settled down, they realized they needed a more specific plan.

Together they came up with this:   Coding a Teacher

Later that day, we then did some sandbox (free exploration) playing with the apps Bee-Bots and Kodable.  Students were given the opportunity to play and practice how to use the coding apps.

We were also able to invite our local library to our school.  They have purchased Bee-Bot coding toys.  The students had to work together to code the Bee-Bots.  They also realized the importance of working together as a team to problem solve.  When students realize that they need to work together to solve their coding problems, they soon discovered that they could solve the puzzle sooner and faster.

Once students played with the toy Bee-Bots, we showed them a bit more about the apps and how they worked.  Students also realized quickly, that when they are stumped, they can ask a friend for help

When I realized that coding also teaches problem-solving skills, I was hooked on the value of it for the kindergarten level.

So, my advice to you…try it!  You will also realize the high level of critical thinking skills the students have and how truly smart they are!

Beth Hatlen

@MrsHatlenK

Symbaloo for Organization and Safe Searching

One of the biggest challenges utilizing technology in the primary grades is information accessibility to students.

Let’s be honest, the internet was created for adults to communicate, connect, and share. Young adults have traditionally been the most frequent users of the internet.  However, according to the National Telecommunications and Information Administration “By the age of 10, young people are more likely to use the Internet than adults at any age beyond 25.” Internet users are the youngest they ever have been, yet much of the internet is not appropriate or accessible for our youngest users.

Teachers who integrate technology have difficulty teaching their students internet safety and responsibility while encouraging them to access information.  Symbaloo helps to partially solve this problem!

Using the Symbaloo visual bookmarking system, teachers can create a visual, virtual pin board of internet sites to share with students.

In our non-fiction unit, my students can access all of these National Geographic books on their iPads through the Symbaloo app.  Even better, I didn’t even have to create this page! Users can share their Symbaloo pages, which makes setting up multiple Symbaloo pages for teachers a breeze!

If you want to create your own Symbaloo page, follow these simple directions:

 

-Start by going to Symbaloo.

-Click on one of the empty tiles.

-On the top left, click “Save your settings. Create an account now!” To create your own account.

-Once your account is created, click the “+” to create a blank page.

-Click an empty tile

-Click “Create a tile”

-In a new browser tab, go to the website which you want your students to access

-Copy that web link from the link bar.

-Go back to your Symbaloo page and paste that link in

-Repeat the process on a new tile until you have all the websites you want included.

You can also create your own, based on topics that you want your students to research or easily access.  For my kindergarteners, I have a Symbaloo pages of all the developmentally appropriate websites I want them to have access to that do not have apps. They can access these at any moment, without having to type anything into to Google or the search bar.

Using a visual pin board such as Symbaloo helps students quickly access the content that is appropriate for them. Students who are not yet literate will not disengage because of spelling worries and teachers do not have to worry about typos leading to inappropriate content.

Symbaloo does not totally lock students out of browsing, as it does have a Google search option.  However, it greatly decreases the possibility of visiting inappropriate or unwanted websites due to the visually appeasing and easily accessible nature.

Post by Kirsten McGinnis

@mariemcg72

Digestive System Choice Project

After learning about the digestive system, students created a project to show their understanding of the path that food takes throughout the digestive process. Students were to pretend that they were a piece of food and write or speak their journey in the first person. The project was a student choice project meaning students were able to pick how they were going to show their learning. Many students chose to use their ipads and used iMovie, Keynote, Strip Design and many more apps.

This video made with iMovie.

Whitney Cavanagh @Mrs_Conboy

and Janice Conboy @WhitneyCavanagh

6th Grade Teachers

We Are Going On an iPad Shape Hunt… and I Am Assessing You!

My Kinders have been learning a lot about shapes and how to describe them.  My Kinders love to use their iPads in any way possible so all through our shape lessons we have been drawing, identifying and describing shapes on our ipads.   I decided it was time to assess my kiddos and see where they were at with all of their shapes and what better way to do it than on a shape hunt!

Each student was given a shape hunt recording form so they knew what shapes they were looking for around our room.

They were to find each shape around our room and take a picture.

Then edit the picture to isolate the shape.

 

Finally, the students used Puppet Edu to create a mini book  They selected each picture they took and then describe their shapes using the recording option in the app!

 

 

 

After modeling the process for my students

 

once, they were off! I did leave the directions on the board for my students to see in case they needed reminders but they did great! It’s amazing that 5 and 6-year-olds can complete all these steps independently!

After they finished their project in Puppet Edu they saved to their Seesaw portfolio. I was able to listen to all of my students recordings and see the shapes they took pictures of in about 15 minutes after school and I didn’t have to find time during our already busy day to individually assess each student.  I love saving time….there is just never enough of it in the day.  Now the other great thing about Seesaw is not only do I know if each student can identify and describe shapes but so do their parents!   No more waiting for report cards or parent-teacher conferences to give them updates.   Who knew that assessing for common core math standards could be so easy and so fun! There will definitely be more “hunts” in our classroom!

Kindergarten teacher Kristy Hopkins @HopkinsKinder

Are Primary Students Capable of Research?

“Can my primary students actually conduct research and write a paragraph on their findings?”

“Where do I (as a teacher) even begin?”  

“How do I guide my students?”

“Will they really be able to do this on their own?  

I was asked all of these questions when I met with a LRC teacher a couple weeks ago. She wanted to have the 1st grade students research an animal of their choice.  The project would require them conduct actual research, take notes and then write a paragraph that included a topic sentence and a wrap-up sentence.

My response…???… “YES! Of course they can.”

Let me start by saying, this teacher has wonderful ideas, welcomes collaboration and is always looking for opportunities to improve the classroom experience for her students.  For this particular project, as her Instructional Coach, we planned and discussed multiple instructional strategies that would work best for her various groups of students.  From there, we started planning her lesson using the Gradual Release Model: “I Do, We Do, You Do”.

  1. She modeled what the students were going to be asked to do: How to get to PebbleGo, select an animal, listen to the information, and how to choose a fact from what she heard/read. She wrote down a fact on a similar graphic organizer the students were going to use.
  2. In the “We Do” stage we all listened to the “Food” section of the book. Then we chose facts from the food section (shared as a whole group) and she wrote them down on the graphic organizer.
  3. The kids were asked to choose their own animal and write down a fact for each section of the book on their graphic organizer (You Do.) The students loved using PebbleGoto help them research. Several of them listened and read about other animals when they were done!

The following week we used the same model to show the students how they would use their facts to create a paragraph about their animal. We emphasized that their topic sentence had to have the name of their animal so their audience would know what they were reading about. Then the students turned their facts into a complete sentence and wrote a paragraph about their animal. They concluded with a fun fact about their animal. They were so proud of their writing and illustration…(of course) so were we!

Next year, we are planning to have the students type their story and record it in Book Creator. They will have the option to use the photographs provided or create their own. Some of the students have chosen to put their story into Book Creator already!

Interesting Read: Rapid Release of Responsibility-This model is focused on putting “You Do” FIRST then “We Do, I Do”

3/13/16

Instructional Coach Nicole Ring

@NicoleRing1