Backchannels

For those who are not familiar, backchannels are discussion forums where students can interact with other students and the teacher while other things are going on in a class.  During a lecture, students could be in a discussion on Today's Meet and be asking and answering questions, giving the teacher feedback, expressing ideas or connections, etc.  It is another type of communication that can take place during a class.  As a channel for feedback, they are called backchannels.

I have had a lot of fun playing with Backchannels in both training and in the classroom.  What I have found is that backchannels fall into one of two categories, anonymous and not anonymous.

When I say anonymous, I mean that students can create a nickname or a pseudonym to join the chat.  It is possible that they could choose a name to be anonymous to the class if they are afraid that others will know who they are.  This is great because those who might not speak may have a voice in the backchannel.  This is problematic as those who say inappropriate things are also anonymous.  The programs like Today's Meet function like this and are great  for what they offer.

Discussions like those on Google classroom are not anonymous, meaning that the name is chosen based on the google login.  These are great because they hold students accountable for what they do, but do not allow anonymity for those who participate more due to the anonymous feature afforded by online tools.

What I would like to see is a program that recognizes the difference between a teacher and a student and allows teachers to see the identity of those in the discussion, but keeps students anonymous to other students.  So far, I have not found a free backchannel for this.

An alternative that works right now.  There are teachers in my district who have assigned students numbers.  These numbers are the pseudonyms for students.  While other students do not recognize the numbers and students can be anonymous to other students, increasing participation by "shy" students, teachers know the identity of students based on the number of the participant.

Student-Centered or Tech: What came first?

As part of a large school district, a trainer of teachers working with over 14,000 chromebooks, I have often asked this question.  I see teachers giving responsibility to students as I walk around the classes at the different schools.  Students are in charge of their learning and extending what the teachers give them to come with their own information.  There is a shift in focus from the "Sage on the Stage" to the content and how students can work with it and relate to it.  For those who let technology transform their class, which came first?  Where they teachers who lead student-centered classes or was the chromebook a conduit that allowed them to transfer some control of learning to the students?

I ask this question, because I have seen teachers transform their classes.  In order to transform their classes and create innovative learning experiences for students, teachers must shift their classes to student-centered learning environments.  What works best to support a transformative classroom?

As we select teachers for subsequent rollouts of chromebooks, do we look for teachers who conduct classes in a student-centered manner to create student centered lessons on chromebooks, or do we look for teacher-centered classrooms and given them chromebooks as a catalyst for changing classes to more interactive spaces.

Multiple Teachers and Draft Assignments in Google Classroom

I believe it was today that Google updated Classroom.  Here are the changes and some thoughts on them.

1. Multiple teachers for a classroom.  On the About page of an assignment, you can now add another teachers to a classroom.  This is a great feature for those who coteach a class, have a special education aid or a TA.  Coteachers have all the rights of a teacher, except they cannot delete the class.

Likes - I think it is great, nice to have the ability to coteach a classroom.

Dislikes - It would be nice to alter permissions of the coteacher, but I personally do not have a need for that.

2. Draft assignments ahead of time.  I like this feature, but I think it is one step away from being awesome.  This feature allows you create assignments, rethink and modify them prior to actually pushing them out to a class or multiple classes.  When you are ready, you can assign the assignment to your classes for students to see.  To do this, when done creating an assignment, instead of clicking assign, click the arrow next to assign and "Save as Draft."

Likes - I like that you can edit the assignment after created as a draft, change the classes who will get the assignment.  Push the assignment to the stream when ready.

Dislikes - The draft only shows up in the class where the assignment was initially created.  I wish that, when you choose to assign the assignment, you could push it to one course at a time.

The comment feature on Google Classroom

Most Teachers, when creating a class in Google Classroom, change the class setting to "Only teacher can post or comment."  I would say, off all the teachers I have trained and visited, this has been the setting so there is not a projector surprise awaiting as some student who posted something inappropriate waits for their wonderful words to display.  However, today I visited a class where the teacher continues to use this feature and claims it has helped her students, especially English Language Learners.

Vocabulary:
Ms. S, as I will call her, gives students lists of vocabulary words.  There are assignments associated with them, but students are required to comment on the assignment.  Students write a sentence with the vocabulary word in them.  She claims that this practice is easy to grade and that as students practice this more and more, they get better at the sentences.

Deep Thinking Questions:
Ms. S will put her notes on Classroom or will create assignments associated with a book chapter or other reading.  Students will comment on the assignment with a deep thinking question.  She can quickly view them, discuss the need for a deeper question and work with students on better word choices to express what they mean.  Students then are required to address two of those questions for homework.

Discussion Participation:
Students are often asked to participate in class discussions.  The comment section of Google classroom is a place where students can add to the conversation even when they do not have the confidence to speak up during a conversation.

Management of the Comments:  All comment sections are associated with points, students who act up or type inappropriate comments are given zeros on the assignment and parents are emailed.  As of yet, I have only heard that Ms. S had to perform this once, and that may have been a setup.

Obviously not a complete list, but a great place to start.  How are you using the comment section?

Amazing Classroom Ideas from 2 days of walk-throughs

Although I work with schools and train teachers for 2 whole days of PD (1 prior to getting chromebooks and the other after 1 month of working with them), I find that I learn more from the teachers when I see them in action with their students.  I learned through my years of teaching and writing that what we say and what we write is interpreted in many different ways due to the prior knowledge and experience of the audience as well as the current situation of those listening/reading.  For this reason, after I train teachers in the use of a tool it is nice to see how they manipulate the functionality of that tool to come up with amazing lessons and engaging content that I would or could ever have created or thought of myself.  I see these ideas on walk-throughs, like the one I did today.

1. Kahoot and whiteboards in combination - A teacher used the Kahoot game to gather evidence of her whole class and how they were understanding problems in her AP Chemistry class.  After answering a question on the Kahoot, the teacher would then give them time to write out their explanation or an answer to a subquestion developed by the teacher when she saw the confusions students had with the question.  Kahoot was truly a formative assessment tool that allowed the teacher to assess students, then restructure teaching immediately.

2. Participation during presentation - Many teachers have students do presentations, but what do the students do as they listen to the presentations.  A teacher gave an assignment where the students needed to record information about the presentation in a table nested in a google doc.  Students then were required to use the research tool to gather an additional piece of information.  As this was delivered through google classroom, not only could the teacher coach students on presentation skills, but he also checked in on students during the presentations.

3. Socratic Seminars - A teacher in an high school Sophomore English class had students arranged in an inner and outer circle in her room.  Students in the inner circle were arguing as part of a Socratic seminar while the students in the outer ring added to the notes on the book the inner circle students were discussing.  The teacher mentioned that she was interested in having students share a google doc and have outer circle students feed answers and evidence to the inner circle students through the google doc.

4. Annotated bibliographies for research papers - a Junior English class was annotating bibliographies on American figures from the past.  The teacher collaborated with the US history teacher to make sure the project supported what students were learning in both classes.  The teacher had the students annotating and evaluating sources in google docs to later use in their research project.

Chromebooks Supporting a Culture of Learning

For those who have read this blog before, you know that I am a science teacher who now trains other teachers in technology and the effective implementation of technology in the classroom.  As I work with teachers, I notice that there is more than just resistance or acceptance of technology in the classroom.  To me, more than the idea of teacher resistance or acceptance is the idea of the culture of the class.  I know that all teachers want their students to learn, but what type of culture are they reinforcing?  Teachers can reinforce a culture of knowing by standing in front of a class and talking at students all day or they can reinforce a culture of learning by working with students at times to find and learn.

I know that not all would agree with me, I have had arguments with teachers who felt I was wrong in working with students rather than being the professional knower in the front of the room.  One argument was over the periodic table.  She told me that students at the school should be responsible for memorizing the periodic table, that students had done this for years in the school district.  I had to do that when I went to a neighboring school.  To this day, I cannot see the point in memorizing the periodic table, it is in every science book and there are millions of them on the internet.  Why do I need to memorize it when I can look it up in two seconds?  She claimed it was part of learning science.  I claim that by making students look it up and find it, I am teaching them that there are things that are out there and they should know how to find it.  They should learn to search for themselves.  This whole technology thing allows people to not memorize things, they just need to be proficient in finding things.  If nothing else, changing from a knowing culture to a learning culture is a transformative (the Modification and Redefinition in SAMR) use of technology in the classroom.

When the teacher with whom I fought asked me how I teach the periodic table, I told her this...

I tell the students to open a chromebook and look it up.  If they are really snazzy, they can look up interactive Periodic Table.

• I tell them to find two periodic tables based on looks and functionality.  
• Compare and contrast them.  Which one is more accurate?  Which one is more precise?  I even have students collect data on the average number of place values to the right of the decimal for average atomic mass and use this as evidence of which periodic table is better.  
• I lay out glassware that we will be using during the year around the room, how precise is the glassware?  Does the precision of the periodic table matter in a calculation of values if using measurements from the glassware?  
• I have students find enough evidence to support the use of one of their periodic tables.  Students then take this argument and work in groups to come up with the best periodic table in the group, then argue with other groups.  
• Its like March Madness for periodic tables, only one wins.  This takes about a week.

Though I could talk about the periodic table, this lesson asks students to look at the periodic table, delve into accuracy, precision, measurement, significant digits, lab equipment, supporting with evidence, argumentation.  In short, they are learning and there is no clear cut right answer, or there would only be one periodic table on the internet or published in books.

Videos of Analysis

Common Core requires students to read and analyze nonfictional text.  As they get older, students will need to analyze multiple documents and write a DBQ (document based question) response.  Here is a way to scaffold the informational text analysis.  Teach students to annotate pictures of text.

Tools

1. Some Text, picture, etc.
2. Awesome Screenshot Extension
3. Screencastify Extension

Use Awesome Screenshot to take a picture of the text.  

For those who have not used it, awesome screenshot allows anybody to take a picture of a webpage or a part of a webpage and then annotate it with arrows, shapes, text, etc.  Play with it.  It is how I made this picture.

But once you or your students find a document and take a picture... STOP.  We are going to use the annotation tools to create a video.  Get the picture and plan out the annotations.

Use Screencastify to create a video of the annotation.

Screencastify allows a user to record the action in a tab and the audio captured by a microphone.  Start the screencastify extension and begin recording.  During the recording, annotate the image and talk through the annotation.  This does not need to be long.  Just a quick analysis of the document.

Once the video is created, view screencasts.  Students can Share the screencasts and get a link to the video they created.  Turn that link into google classroom or however you accept assignments.

Uses

I have had teachers do this where they break the students up into groups and provide each group with a different primary source document.  The groups analyze the document then follow the procedure above. Groups turned in their video link via email.

The teacher then showed all videos and students had to choose 2 documents and analysis as evidence in their response to a DBQ as homework.  In a class of 8 groups, groups analyzed 8 informational text documents in 20 minutes and all students watched them, (8 x 1 minute videos).

Yes, there are other ways to do this and other applications.  Enjoy.