"Upgrade the Worksheet" - My Humble Attempt

Since really diving into professional development networking on Twitter over this past summer I've come across so many fantastic ideas, many of which have come from the same set of amazing educators. Weeks ago I ran across one of many great ideas on Alice Keeler's Teacher Tech website (via a tweet): a post encouraging us to Upgrade the Worksheet. For elementary math teachers, it's a great way to engage students in an authentic critical thinking experience as they practice place value skills.

Of course I ran across this post just a few days too late to actually use it in my class (though it's filed away for review time and for next year!). Thankfully, though, it put that seed in my head that kept nagging at me to create a good "math lab" of my own.

Here's the result (as well as a link so you can make your own copy):



NOTE: Wondering about how to share a document that automatically prompts others to make a copy? Yup, that's Alice Keeler's help too, in this tutorial.

My students that will be working on this activity have just been introduced to multiplying whole numbers by decimals, and it's time for some good practice. This should do the trick. It's also a great opportunity to have the discussion that multiplying by a decimal is like talking about "parts," "percents," or "fractions of the whole." With a decimal as one of the factors, the product should be smaller than where you started. If you were to visit a smaller planet with less gravitational pull, your weight should be less than it is on Earth. That's a nice visual way for students to think about this concept.

We're fitting this activity in to the day before Thanksgiving break, so 40 minutes is really all the time it's going to be able to take. My students have very little experience with spreadsheets, so I'm hoping the format is user-friendly. One of the sheets allows them to check their answers - the best way to free up the teacher from having to constantly give directions and provide basic feedback just on facts. Students working on these problems can be a little more independent, allowing the teacher to work more closely with those needing greater skills development, or to ask more probing questions about a student's thought process.

The immediate action I'd take to really up the value of this activity is to have students do their own research to find the gravitational values of each solar system object on their own. Here's a link to a NASA site for those of you who'd like to do that. It could also give you a chance to review rounding if you'd like the students to have gravity values to the nearest hundredth.

Have a Happy Thanksgiving! I, for one, am deeply thankful for the ideas of other educators that consistently prompt me to do something a little bit better each time I share it with my students. I'm so humbled by the many educators who so freely share their great ideas with the rest of us. THANK YOU!!

Wireless screencasting with Google Cast for Education

One of the best features of a Chromebook is its portability. That's also perhaps its downfall. Sometimes you want to be "plugged in." For example - projecting a screen to the front of your classroom to guide students through an activity. That can be accomplished via an HDMI cable, but a lot of older school LCD projectors are still kicking from the dark ages of VGA. Previously, going wireless meant investing in a secondary device to act as a receiver for your projector (such as Chromecast or Apple TV). There must be a better way.

Enter the new Google Cast for Education App, available from the Chrome Web Store. Teachers at schools using GAFE accounts can download the app to their Chrome account on whatever device is hardwired to the projector. Students (or the teacher on a portable device) can download the Google Cast Extension for their Chrome browser.


Google's hook straight from the Project Manager:

"Teach and learn from everywhere in the classroom with Google Cast for Education"

Once the teacher broadcasts as a "Receiver" and shares with groups of students (you can share with an entire Google Classroom group at once or single users), students can click the Cast extension in their browser window and choose which receiver they'd like to cast to.

Here's a link to the support page from Google. I just tested it and it works great. Keep a couple of things in mind:

• The computer receiving the information needs to be running the App.
• The computer casting (sending) the information connects through the Extension.
• You can share with as many user groups as you want. To restrict access (and avoid a hostile takeover by one of your students) you can adjust the settings so that users looking to cast have to be approved before their view is shown.
• Users who are casting can choose to display their entire desktop (helpful for walking students through Chromebook tutorials, etc.) or just one browser tab (protects privacy of the casting user and keeps the receiver user a bit more focused).

Perhaps you'd like to cast a view of your own Chromebook's desktop up onto the screen so that students can follow along with your instructions. Yes - that's possible. Use the App on the projector computer, and click the Cast Extension from your Chromebook's browser.

Maybe you want one student to share a screen with another. Students can download the App too and act as a Receiver.

Want to showcase a student's work in front of the whole class? Have them cast to your Receiver.

Looking to push out information from the teacher device to a student one? Having a student computer as Receiver effectively lets the teacher device cast to and "take over" the student device with the content you want them to see.

Finally - don't worry if you don't have Chromebooks - any computer with a Chrome browser affiliated with a Google Apps for Education account can screencast to another one. It would be a great way to look at student work from all the different desktop computers in a traditional computer lab, as well.

Chromebook Hacks... a "quick-start" guide for students and teachers (and my foray into infographic creation with Canva)

As the next school year quickly approaches, I got the dreaded email requesting teachers "please return the Chromebooks you borrowed for the summer so that they can be distributed to students in September."

I knew it was coming... but it sucked the wind out of me.

I've spent the summer immersed in all-things-Chromebook; I tend to learn by experiencing and manipulating things (my science-teacher persona) and then I feel pretty competent. All of a sudden, though, I realized that without the Chromebook to use for myself during the school year, I'd revert back to doing things the Windows-way (school) and Mac-way (home).

Chromebooks are pretty simple machines. But like most teachers, I want my instruction to be poised and polished and don't really look forward to stumbling as I guide students through their own getting-to-know-you process with the new Chromebooks. To help teachers like me as well as our students, I created a "Chromebook Hacks" Infographic that can be a quick reference guide. I included those terms and processes that students are likely to hear during the course of instruction from any teacher using 1:1, focusing on the functional things that are unique to Chromebooks. Why "hacks?" Might as well play to my main audience: 5th through 9th graders who love getting sucked-in by clickbait!

The bonus is that I got a chance to experience using Canva, an online graphic design tool that I just needed a good reason to explore (more on that below).

See the clickable, full-size PDF version of my infographic here (that's what I will be sharing with colleagues and students). You can also share by Tweet, Facebook post, or link.

So what about Canva? I found it pretty intuitive to use, and simple to drag/drop/redesign text, images, and a library of free extras. The pre-made layouts are plentiful and for me were mostly useful for generating ideas and reminding me of what "works" for an infographic. In the end, I started with a blank background and built from scratch.

Would I use it with students? Not as a first-introduction to digital graphic design, but perhaps as an advanced tool. Students without more basic instruction (good practice with design using Google Drawings or Microsoft Publisher is a nice start) would get bogged-down in all the options. As students become better designers (and more accustomed to producing a visually-appealing product for an audience), I could see introducing Canva as one choice from the several good, free-to-start, online design tools (like Piktochart, Venngage, and more).

Last note... Infographics aren't designed to be the final destination for information, but are a great quick-reference guide. Be sure to supply your students with a way to access tutorials or help pages. And the next time they say, "how do I...", think about your response and whether it should simply give them the answer or lead them to figure it out on their own.