Tag Archives: 1:1

AnswerGarden, Third Grade and Same, Same but Different

I’m not sure how I came across AnswerGarden (https://answergarden.ch) but I’m glad I did.  I have used it with two grades so far and hope to use it again.  On their website they describe it as tool for real time feedback.  I thought of it as a short cut to creating a Wordle.  I love to create Wordles (or Tagxedos) with students responses but I don’t like typing in all their words!unnamed (1)

Same, Same but Different

I read Jenny Sue Kostecki-Shaw’s book, Same, Same but Different to third graders.  This books works so beautifully in our IB/PYP school.  It can be tied in with our Learner Profile and Attitudes or our focus on being internationally minded.

After reading the book, I asked the students to reflect on the book; what were words, details or big ideas they got from the book?  With AnswerGarden you can have the responses limited to 20 or 40 characters and this time I chose 20.  I suggested they could use words or phrases.  Sentences get a little tricky if you only have 20 characters.

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AnswerGarden

With AnswerGarden, which is free and very easy to use, the students can type in their feedback and can see in real-time other student’s words.  They like seeing their responses as well as their classmates.

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This is what the finished AnswerGarden looked like.

Export to Wordle and Tagxedo

The AnswerGarden can easily be exported to both Wordle and Tagxedo, which gives you more options to be creative visually.

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The AnswerGarden can be exported to Tagxedo.

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The AnswerGarden can also be exported to Wordle.

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Filed under Books, IB PYP, Social media, Students using technology, Uncategorized

Third Grade Opinion Writing and Padlet

I wanted to give the third grade students another opportunity to practice typing on their tablets and wanted to have another go at using Padlet.  I choose to read Hannah and Phillip Hoose’s book, Hey, Little Ant (illustrated by Debbie Tilley) and we focused on the International Baccalaureate concept, perspective.  The last sentence of the book is, “What do you think the kid should do?”

Padlet

I created a Padlet using the “shelf” template so that I could create two columns, one headed “Squish the ant” and the other “Ant goes free.”  I instructed the students to choose one opinion and write a response citing two reasons to support your opinion.

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Technology Set-Up

The first time I introduced Padlet to this grade level a couple of weeks ago, I had them bring their Dell tablets with their keyboards and mouse.  They have to have an external keyboard as our tablet case cover “bounces” as they use the on-screen keyboard and that keeps opening up response windows.  That didn’t go so well; tablets weren’t charged, keyboards were forgotten, they couldn’t type the shortened URL in correctly, etc.  So this time I logged into 6 of our library desktops in advance and had the website pulled up.  This went much more smoothly.  It wasn’t a whole group activity, but I just kept rotating the students through.

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This second time around they were more focused on their writing and less on trying to read other students’ responses.  I think this is partially because they weren’t seeing so many boxes popping up in real time, which really distracted them.

I also encouraged the students to type with two hands (even if they are only using their index finger).  This speeds up their typing and this is important on the state test where they have to do several extended responses.  Unfortunately, we don’t have structured keyboarding instruction.

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I do have one iPad which also worked. 

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One student who was responding later in the visit noticed that more of his classmates had decided that the ant should go free.  Interesting that he noticed and heartening to see that more of them are respectful of the ant!

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AnswerGarden and Fifth Grade

I have been wanting to try out a digital tool called AnswerGarden and decided to use it with 5th grade today.  They are studying World War I so I showed them a propaganda poster (worked in primary document!) and had them react to it.

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Displayed the poster on the flat screen tv hanging in the library.

Set up for activity

When you set up your “garden” you can choose to have responses limited to 20 or 40 characters.  I chose 20, but this would have been better at 40, but some students figured out to use “texting” abbreviations to work in more words!

I printed out the two websites they needed on slips of paper for each student and had them use two tabs so they could toggle back and forth.  Our students all have Dell tablets, but I also logged into several library computers as back up for dead batteries, etc.

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I worried that the case covering the tablets might interfere with typing, but it didn’t!

I alerted the teacher when she came in with the class that I was introducing a new tool and she might find uses for it in the classroom.  Afterwards, I asked her if she saw some possibilities for different types of uses and she said she did.  Hope she uses it.  You can lead a horse to water…and you know the rest!

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I am just taking the time to read the responses and I think there is quite a variety.  There is a feature on AnswerGarden that allows you to lock the “garden” so that you can stop students from continuing to add responses.  There are other features so check it out!

https://answergarden.ch/

Answer G

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5th Grade Learns to Evaluate Websites

I did two sessions for fifth grade students covering the 5 W’s of Website Evaluation: Who, What, When, Where and Why (Kathy Schrock’s outline) in order to be sure they are getting good information in their internet searches. I wanted them create a PowerPoint (some had never done one and others had rudimentary skills), but I didn’t want them to have to do research in order to have content.  So I combined the website evaluation lesson and PowerPoint.

PowerPoint Creation

After taking notes about these strategies, they created a PowerPoint presentation to let others know how to find credible, useful websites for their information needs.  As I stated, most of the students had created one, maybe two PowerPoints, so there was plenty of room for additional skill acquisition.

1:1 School

After an initial basic overview of creating slides, inserting images (and resizing them) and transitions, I turned them loose while circulating among the students.  Students each have a Dell tablet and I requested that they bring their keyboards and mouses to make the process run more smoothly.  Students with more skills helped out their classmates.

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Rubric

I created a rubric with the requirements which were very basic.  Besides a minimum number of slides, they were to add 2 images and give credit to the owners of the images.  I was more interested in them learning new skills than having a polished project.

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5th Grade, Website Evaluation and PowerPoint

By the time our students get to 5th grade some of them have made a PowerPoint.  I surveyed them again this year and although about one third said they had made at least one, once we got into this project I noticed that their skill levels were pretty low.  This reassured me that this was an important skill for me to cover in the library.

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Our students have tablets which are very tricky to use to create PowerPoints without the use of a mouse and keyboard.

In order for them to have some topic for their PowerPoint I decided that I would cover website evaluation in the 2 weeks before starting the PowerPoint.  I used an outline I got from Kathy Schrock’s 5 W’s of Website Evaluation (http://www.schrockguide.net/uploads/3/9/2/2/392267/5ws.pdf).  I gave each student a copy of my adaptation of Schrock’s 5 W’s and suggested that they take notes on this paper so that they would have something to say in their PowerPoint.  Of course some students didn’t write down anything and others took plenty of notes.  Then when we got ready for them to create their PowerPoint those who hadn’t taken any notes came up short as they didn’t have any details to fill out the outline.

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We spent 2 library visits working on their PowerPoints and I created a rubric so they would know the expectations (ie. minimum of 7 slides, 2 images, etc.) in advance.

I gave them minimal instruction on how to create the PowerPoint as I knew the students would share their knowledge and help others to problem-solve. I circulated around to help them out.

This was a successful instruction/learning experience and the students were very enthusiastic about creating their PowerPoint.  I know they will use their newly acquired skills in years to come.

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3rd Grade and My Maps

Third grade students study Native American tribes, their locations and the natural resources they used.  I thought a good way for them to get a visual of all of the locations would be to for them to each create a My Maps in Google.  I checked with the 3rd grade chair and asked which tribes they were working on to represent the different geographic areas of the U.S.  She gave me a list and from there I created a graphic organizer to aid the students as they searched locations.IMG_2293

I originally had the directions at the top of the sheet, but after one class realized that the students needed the directions to be in a list with bullet points.  So I retyped the directions in that format and they were better able to follow them .IMG_2246

After modelling the process and showing it on a large screen we then had to have them use their tablets to log into their Google account (via their school provided email address).  This took the entirety of the time in the library for many students.  It only has to be done once, but some struggled to type in everything correctly. Several students in each class whizzed along and had several locations marked before others successfully logged in!  They were then the experts.

At the second session I demonstrated how to search and add an image for each tribe.  Those who had marked all of the tribes proceeded to this step.  We worked at this for a 3rd session and about 95% of the students had all locations marked.  Some (maybe about 30%) had images for some or all tribes.  I asked the teachers to let the rest work on it in class as time permits.

I really wanted them to type in a fact or two about each tribe, but not sure if the teachers will follow through.  Several of the students were so excited to work on this project, so that made the sometimes hectic sessions all worthwhile.

This grade level also has to teach about explorers this year, so I saw where you could draw paths between locations.  I experimented with it and created a sample and shared the link to the teachers.  Hopefully they will use these trained-up students to create maps tracing the voyages of the explorers.  I will get back with them and offer my support if they choose to use My Maps-Google again.

My sample for the explorer map:

https://drive.google.com/open?id=1yiI0n5it5DdfEk42iaJIUry5gRw&usp=sharing

Capture

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3rd Grade & Altases

Third grade students used atlases to find places located on the prime meridian and the equator.  After locating London, England and Nanyuki, Kenya, they took photos of those places with their tablets in order to document their finds.  I showed them a photograph of me and my husband standing on the equator in Nanyuki, many years ago so that they could see what it looks like at the equator.   I also told them about the water draining demonstration the guides did while we were there.

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It was good practice in taking photographs using the tablets (which I don’t think they get the opportunity to do very much) as well as figuring out where the photos are stored.

We went on to see how Google Maps works and looked at satellite maps.  I looked up the two locations again on Google Maps and projected onto the big screen and we discussed the differences between the maps in the atlas and Google Maps.IMG_2067

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