Tag Archives: classroom_example

Interactive Video (Part Two): Mozilla’s Popcorn Maker

16 Mar

Mozilla Popcorn MakerTo my shock and horror, my students claimed to have never seen a PopUp Video. They were vaguely aware of VH1 and suspected that some old people still watch it? If it even exists?

We were brainstorming uses of Mozilla’s Popcorn Maker, and I was sharing that a colleague had a great idea of using the free online tool to make a PopUp video of a presidential debate. As candidates make their claims, viewers could fact-check or point out rhetorical techniques, completely changing the viewer’s experience. A quick search and fifteen seconds of the Ghostbusters’ Theme Popup had them back on track. (They actually knew what I was talking about after all.)

Recently, I have been exploring how to make online videos more interactive for the viewer. In Interactive Video (Part One), I reviewed TED-ed’s Flipped Video Interface. In this post I will examine Mozilla’s Popcorn Maker, an easy way to take most anything that exists on the Internet and “lay it” over a video or audio track.

For my first experiment, I took the same video I flipped at TED-ed and used it to explore Mozilla’s Popcorn Maker. I have about two hours invested in this current version, and after a colleague gave me some time saving tips, I found the interface to be simple and intuitive. I suggested the tool to some students, as well, and they picked it up without any instruction on my part. In addition, some of my colleagues and I brainstormed uses for Popcorn Maker during a recent  in-house professional development session. Feel free to add your own ideas to this list! As I collect examples of the various ways we use the tool, I will share them.

Continue reading

Interactive Video (Part One): Flipping at TED-Ed

9 Mar

TEDedYou, like me, have spent a fair amount of time watching on-line videos. Who can blame us? When we need a break from grading, routines, or vacuuming, lovely owls, talking dogs, or five people playing one guitar are irresistible draws. Of course, video can be a powerful teaching tool, too. You surely are amazed by my obvious commentary. No? Well, let me try to impress you, then.

Two free online tools—Mozilla’s Popcorn Maker and TED-ed’s Flipped Interface–can make online videos more interactive. I am still in the early stages of experimentation with both, and my students are using the tools, so my opinions are still very much developing. Yet, at this nascent stage, I am intrigued (and harbor some reservations). In this post I will focus on the TED-ed channel’s “flip” interface.

You have probably already been to TED-ed. If not, stop reading this. Go there now. I’ll see you in a few hours.

TED-ed is a valuable resource for classroom teachers, a nicely edited platform with many visually arresting videos on a variety of topics. The “flipped” videos already have comprehension questions and supplemental resources built in.

Continue reading

A “Typical” Day in a 1:1 Classroom (Part Two)

6 Feb
Beaver Country Day School

Robin working with his students

I love to know when my posts are “landing” or not, so please comment if you find this line of reflection helpful. When I sat down to record my thoughts on how teaching in a 1:1 classroom influenced one school day, I was not prepared for how many thoughts came out. This post is a continuation of  A “Typical Day” in a 1:1 Classroom: Part One, so read that first if you have not already done so:

 

Rhetoric 11

Membean Vocabulary Quiz / Discuss the class novel / Honors lessons / Revise literary analysis mini-essay

I see my classes five hours per week, with an optional sixth hour available for additional one-on-one help. This means three days a week I have a one hour block, one day a week I have a two-hour block, and one day per week I hold optional office hours during an “x-block.” This schedule has had the biggest positive impact on learning of any schedule I have ever encountered in my teaching career.

As in my sophomore classes, I began this class with a vocabulary quiz via Membean (explained in part one post):

Additional advantages of each student having a personal laptop:

  • While students take the vocabulary quiz, I run a report of their Membean activity for the week [see below]. I require students to log at least 50 minutes per week and encourage them to complete short sessions (5-10 minutes) every day. Through the report I can tell who has completed the work in a timely manner. I can even tell if students have just left the program open for 50 minutes but not used it continuously during that time. (Unfortunately, I…like you…have some students who cut such corners.) After the quiz I quickly check in with each student, addressing issues of incomplete work.
Membean Post

A weekly Membean report

Continue reading

Mini-essays: Go Small to Get Big Results

25 Jan

450450 words are usually enough to communicate effectively, even in a blog post.

Of course, bigger is not always better…or easier. Thinking back on my schooling, however, I always encountered a direct relationship between size and rigor. In order to make writing more challenging, my teachers made papers longer. The fifteen-page term paper is a mainstay of undergraduate and graduate years. While longer writing pieces have clear merit, they are not necessarily the most effective tools when helping apprentice writers.

Students can develop the critical writing skills they need by writing “smaller.” I have been using mini-essays to great success. The concept is simple.

Students respond to a prompt with a literary analysis essay that does not exceed 450 words. I still want original, critical analysis of the text, so students must get straight to the point.

My students still write longer essays, but I have found I can teach many of the same skills by limiting the word count. The students, too, often find the mini-essays more challenging than those without word limits.

Continue reading

T.V. as Text: Secret Millionaire Essay

8 Dec

Livro ou TV?I will not shock fellow English teachers when I write that most of my students watch television more often than they read. I’m not complaining. I actually think the current generation of teenagers reads more often than the previous one…thank you, Ms. Rowling.

I have, however, been thinking about how I can use my students’ love of T.V. to make them more critical, artistic writers. If I can help them become more empathetic human beings in the process, then maybe I will finally get into Gryffindor.

In recent years I have asked my students to write about ABC’s show Secret Millionaire. For those of you unfamiliar with the show, a millionaire goes undercover for the week, posing as a regular person who happens to be making a documentary about volunteerism. The millionaire visits an impoverished neighborhood and volunteers at charitable organizations within the community. At the end of the week, the millionaire returns to the organizations, reveals his or her identity, and leaves a fat check.

As a way to help students develop skills of persuasion, organization, and communication, I assign this essay. They write to their fellow students, and I ask the most successful writers to submit their pieces to our school newspaper and other online sources like teenink.com.

Continue reading

My Mustache Was Made in China

28 Nov

This most excellent fake mustache was made were most everything seems to be made…China. I, like you, buy things without ever really thinking about their origins. In this case, I just thought it might be useful to have a stash of fake ‘staches in the classroom. Of course, they’ve proven to be invaluable in so many ways.

In this case, the mustache was just another item I used to illustrate our global supply chain. Allow me to explain.

A “Made in China” Scavenger Hunt has been one of the most successful “go to” lessons I’ve created in recent years. The idea is fairly simple:

  1. Divide the class into teams of 2-4.
  2. Give the teams five minutes to search anywhere in the room for a “Made in China” label.
  3. Bribe them with a wonderful and mysterious prize for the team who finds the most items. (I keep a “Bag ‘O Mystery” on hand filled with odd flea market and garage sale finds. I gave away a Chewbacca bobble-head the other day that was particularly coveted.)
  4. Step back and watch them go.

Continue reading

Do Your Students’ Work

10 Nov

When teaching AP or IB English, one of the most useful things I did each year was to write at least one of the essays I assigned my students. I would select a textual response prompt I had never seen before and, within the same time constraints set on the students, I would read, analyze, and respond. I would then slip my anonymous response in with the model essays we used during review. It was always humorous and enlightening to hear my students praise and criticize my work, and once I revealed my response, they were always appreciative that I had put myself “out there.”

As teachers we can easily fall into the trap of forgetting the messy, recursive and challenging process of learning. As we repeat lessons throughout the day or re-read books each year, we remove ourselves further from the inevitable struggles inherent in any learning process. To heighten my empathy for my students’ challenges and to model good learning in action, I often do my students’ work. I try, at least once a term, to complete one of my own assignments.

I gave an Ignite speech right along with my students. An Ignite speech is five minutes long, and the speaker creates 20 slides that auto-advance every 15 seconds. I have never given such a speech, so I knew I needed to do it as well. I’m glad I did. Had I simply assigned it, I never would have understood how difficult this format really is.

I easily invested six hours into my five minute speech, and I even had to take a “mulligan” when delivering the speech to the class. In the end, however, I am happy with the results.

Continue reading

Paper Airplanes for Freedom: Who Cares?

3 Nov

Most teachers would probably naturally intuit this, but carting 20 students to downtown Boston so they may throw paper airplanes at strangers is probably not a good idea. Too many things could go wrong, and why, exactly, would they want to do this in the first place?

I was cautious, but I really care about putting students’ ideas at the forefront of learning, so we executed this harebrain idea anyway. It did not go so well. And, it was a huge success.

How can it be both? First some background….We used CNN’s Freedom Project throughout the term as one source for our research on modern slavery. One posted assignment, Paper Airplanes for Freedom, intrigued us. It is pretty simple: make a paper plane, write messages of solidarity on it, launch it, and encourage those that pick it up to do the same. It’s a novel way of spreading awareness. More slaves exist in the world today than at any point in human history….27 million by some counts. 

As we brainstormed our own ideas for raising awareness, the students had an overwhelming urge to create a public action. During the idea generating and iteration phases, “Paper Airplane Flash Mob” rose to the top. The students and I thought it represented a chance to grab people’s attention and make a lasting impression.  We also thought we could execute it relatively easily.

Continue reading

27 Million Dots (or Why Design Thinking Is Worth the Extra Effort)

27 Oct

As I sat in line waiting to buy some blue paint and Goo-b-gone, the time creeping past 8:00 p.m., I thought, “Does any of this really have anything to do with English class?” This year I began my sophomore English classes with a project on modern slavery, and even though we moved on to topics like Gatsby’s impossible dream and the nuances of parallel structure, the Modern Slavery Project is still going, taking more and more of my time.

This re-occurring unit is one of which I am very proud. I have written about our work in the past, and every year I attempt to reboot this project, I start by showing past work and asking, “Now…what do YOU want to do?”

For the past two years this has meant tweaking the basic pattern from previous years: students research an aspect of modern slavery, create a video PSA, and write letters to various organizations and individuals, all the while making connections to Harriet Jacob’s Incidents in the Life of a Slave Girl. This work is always engaging, interesting, and original, but this year I pushed my students to think about ways to amplify their voices and increase their impact.

I utilized some design thinking training that is part of Beaver’s in-house professional development. I built in more time to INSPIRE (a research stage of the design process), and we took our ideas through a longer process of iteration. My students were particularly keen to take our work beyond the classroom walls, and they devised some novel ideas to do so:

27 Million Dots: Make Your Mark

One section transformed a three story hallway in the building by painting 27 million dots to represent the total number of slaves in the world today. This idea is inspired by Paper Clips, the documentary about children at a Whitwell, TN middle school collecting six million paper clips to represent the six million lives lost in the Holocaust.  The students generated many ideas about how to best create a physical representation of such a large number, but the plan that emerged as most “doable” and having the most impact was the dots.

Continue reading

Low Prep #Reading Quizzes that Are Quick to Grade

20 Oct

As an English teacher I must sometimes act as a gatekeeper. I care deeply about engendering a love of reading in my students, and I work diligently toward that end…but I also create situations where I just try to determine a very basic answer to a very basic question, “Did you read it or not?”

This step seems obvious, but many teachers leave this fundamental question to chance. They believe their students will read because they were told to read, but I argue that this kind of trust is actually a disservice to the learners in our classrooms. I am a very optimistic man who believes in second chances and basic human decency, but as an English teacher I am also a crusty, pragmatic troll guarding a bridge. If you didn’t read the book, you’re not getting by me. Let me explain…

I always give a reading quiz the day before I want to discuss the book. This simple step allows me time to determine who has read, and it gives unprepared students a bit of time to catch up. With these quizzes I check for basic reading completion one of three ways:

Continue reading

MAKE THEM MASTER IT

CONNECTING TEACHERS TO INTENSIFY OUR IMPACT

carlabramowitz

Explore with Curiosity. Create with Love

TeacherToolkit

Most Influential UK Education Blog

Robin Neal

a teacher energized by innovation and collaboration

Popsicles for Dinner

The adventures of Liza and Felix

couponbomb

A year long quest of doing stuff...

Lehrer Werkstatt

Reflections on Living and Teaching in Germany

Student Observation

every day observations from a student's perspective

Empathic Teacher

The Mindful High School Classroom

Expat Educator

Leadership and Educational Practice from Around the World

Ideas Out There

THINK. LEARN. DO. REPEAT...

So, will this be graded?

Stories from a middle school English teacher turned high school English teacher.

History Tech

History, technology, and probably some other stuff

I'm Teaching English

And trying to get better each day. Thanks for your comments!

thefreshmanexperience

Life's lessons learned from students at school...

TED Blog

The TED Blog shares news about TED Talks and TED Conferences.

The WordPress.com Blog

The latest news on WordPress.com and the WordPress community.

analyfe

the subjective perspective of an analytical optimist