Using Flubaroo

Teachers, if you are not using the add-on Flubaroo, you are missing out!  Flubaroo automatically grades a Google Form, freeing up time for lesson planning.  Interested? Here’s how to do it:

  1. Create a Google Form
  2. You, the teacher, complete the Google Form
  3. Students complete the Google Form
  4. Teacher then uses Flubaroo to grade the quiz:
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Open the Google Form you want to grade. At the top of the form, click on “Responses.”

 

 

 

 

 

 

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Then click on the green Google Sheet icon to put all the responses into spreadsheet form.

 

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A spreadsheet is automatically then created, with “Responses” added to the title.

 

I find it best to change your username to ANSWERS, that is easier to identify in a spreadsheet of multiple usernames. (For security reasons, student Usernames have been covered.)

I find it best to change your username to ANSWERS, making it easier to identify in a spreadsheet of multiple usernames. (For security reasons, student usernames have been covered.)

 

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If you have not done so yet, get the Flubaroo Add-on.

 

Click on Add-ons in the menu bar and select Flubaroo, Grade Assignment.

Click on Add-ons in the menu bar and select Flubaroo, Grade Assignment.

 

A menu will pop up asking about grading options. This is the place you can tell Flubaroo to leave out a particular question when grading, or to give questions different weights. After making your choices, click on continue.

A menu will pop up asking about grading options. This is the place you can tell Flubaroo to leave out a particular question when grading, or to give questions different weights. After making your choices, click on continue.

 

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You will then be asked to select the username which is the answer key. Select your own username, or if you changed your username to ANSWERS, select that.

 

Then watch Flubaroo work its magic!

Then watch Flubaroo work its magic!

 

You will then have a spreadsheet with grades, as well as which answers they selected.

You will then have a spreadsheet with grades, as well as which answers they selected.

 

You then have the option to email the students their grades

You then have the option to email the students their grades.

 

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Make your selections and grades will be emailed to your students.

 

Enjoy your free time!

Many thanks to Marialice Hilt for showing me how to use Flubaroo and making grading so much easier for me!

Studying Communities Through Global Collaboration

Studying Communities Through Global Collaboration

The 3rd Grade curriculum includes a study of communities. In 2015, our 3rd grade students Screen Shot 2016-05-06 at 4.43.20 PMparticipated in a global collaboration project titled “If You Learned Here.”  This was the first year the project was offered. Eighty schools from around the world were involved, including the Fletcher School. The coordinators, Carolyn Skibba and Mary Morgan Ryan, were inspired by the book If You Lived Here: Houses of the World. They have created a wonderful project in which students share in a global dialogue about our learning communities. The project culminated with each school writing pages for a published online eBook titled If You Learned Here:  Schools of the World.

Each of the first four weeks, we created videos which we shared using the app Flipgrid.  We were able to view all of the other schools videos to learn about their school communities. Every week had a different theme:

  1. Our School and Community was the first week’s theme. Together we wrote a script to introduce The Fletcher School and Charlotte to our new cohorts.
  2. Our Day at School allowed us to share each part of our school day from the ride to school to our after school activities.
  3. Our Learning was a fun time for us to teach a lesson. We noticed that none of the other schools had Social Skills classes and it just happened to be The International Day of Happiness, so our main lesson was about how to stay happy.
  4. Our Reading was a chance for us to create our own Reading Rainbow style videos reviewing our favorite books.

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The global collaboration videos were enlightening. The students gained confidence and self-esteem as they watched kids from around the world share similar stories. This year, our 3rd grade students are enjoying the If You Learned Here videos from both 2015 and 2016 and discussing the various communities.

The link below will take you to the videos and our book “If You Learned Here: Schools of the World.” Our Flipgrid videos are labeled Orange Cohort.

If You Learned Here 2015

Map of Schools

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Students-Created Instructional Videos with Do Ink

“While we teach, we learn,” said the Roman philosopher Seneca.  Mr. Elliott’s 7th grade science classes recently put this ancient wisdom into action by creating amazing instructional videos detailing their knowledge of the circulatory system.

Part of a larger study of the human body, 7th graders covered the circulatory system content using their Discovery Ed Science Techbooks, with the guidance of a teacher-provided outline and other select resources.  In past years, Mr. Elliott would have then assigned students a final culminating project, such as an oral report, or slide presentation.  But this year, he wanted his students to utilize audio/visual-rich technology tools to demonstrate their expert status on specific elements of the circulatory system.  So Mr. Elliott charged his 7th graders with the task of creating interesting and unique, narrated instructional videos.

Working in pairs, the 7th graders began by reviewing a selection of copyright-friendly, editable Discovery Ed videos.  Each student group was asked to present a specific areas of the circulatory system, such as the heart, blood vessels, or blood cell types.  Once the students had selected some interesting video, they transferred clips into iMovie to do some initial editing.  Each group then wrote a detailed script to accompany their video.  Excitement and anticipation about the project grew as students prepared for their Green Screen Studio appointment slots by practicing script narration timing with their custom videos.  Mr. Elliott observed that enthusiasm for this project drove students to be quite independent while completing their work.

IMG_0459Once everything was prepared, each student group arrived at Fletcher’s Green Screen Studio and began downloading their scripts into the PromptSmart teleprompter app.  They next set up their edited iMovie in the Green Screen by Do Ink app, which enabled the student experts to see their video playing behind them while they read their script. Classmates volunteered to run the iPad camera and teleprompter, creating a positive, collaborative atmosphere.  The experts donned their lab coats and enjoyed filming their creations, resulting in exceptional videos.

Poetry Podcast

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Mrs. Nichols’ classes developed a poem based on a famous person that has made a difference. She had her students create a poster of their poem with photos. Mrs. Poe extended the project by having the students make a podcast of the poems.

This Written Expression project was twofold. First the students studied the style of Narrative Poetry. We listened to, read, and dissected three infamous narrative poems: Casey at Bat, Harriet Tubman, and Caged Bird. After closely reading each poem, students determined that narrative poetry tells a story, uses repetition as a tool, and often contains symbolism. In the spirit of Martin Luther King, Jr. Day, the students identified and researched a person that has been a champion of human rights. They applied the knowledge learned about their chosen role model to create a narrative poem for the second piece of this assignment. The poem was presented as a poster with illustrations.

Screen Shot 2016-04-22 at 1.19.53 PMWith the poem written our students turned their poetry into a Podcast. They watched videos of champion poetry readers from Poetry Out Loud to see how other students deliver a poem in a dramatic way. To make them come alive our students practiced recording their poems working on diction, fluency, timing and presentation. They used GarageBand to record their poems and added music that fit the time period. Recording their poems brought them to life beyond the bulletin board. Finally, we created a QR code to listen to each one.

Click here or use the QR code to listen to all our Poetry Podcasts!

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The Industrial Revolution and Child Labor

Screen Shot 2016-04-08 at 11.11.48 AM There are many events and topics throughout US History that I love to study.  The Industrial Revolution is one of my favorites and child labor during that time is a special interest.  I wanted to create a project gave the students the feeling of being in the factories with the children of the time.  

Then I thought, what if the students could truly be in the factories?  Could I use Lewis W. Hine and Jacob Riis’ pictures to put the students in the factories?

Students were told they were about to become true, child laborers.  Each student created a Google Doc, and once they changed the setting to “free to use, share or modify, even commercially”, students used the Google Research tool find a picture of child labor from the Industrial Revolution.  This was a great opportunity to review the photo citation process.  After finding the picture, students took a screenshot of it and saved it to their desktop.

During one class period students brought in clothes that best matched the children in the picture, they were not required to purchase anything.  Most of the boys brought in a button down shirt, while many girls found dresses in their moms’ closets.  Some students even brought in props.  We then dirtied them up a bit with some potting soil, to give them an authentic look fo the  working conditions in the factories.

After taking their pictures we put them into iMovie in order to change them to black and white, or in some cases, sepia.  Students then took a screenshot of the altered picture and using the cropping tools removed all surrounding background.  

The altered screenshot was then copied and pasted onto the screenshot of the original picture.  That allowed us to size the student to fit in with the original.

The finished products are outstanding.  The students are always amazed at their completed “photographs” and are anxious to see pictures from other classes.  This project is a perfect combination of history and technology.

Digital Literacy and Creative Projects

Blog Post - April (2)Nowadays, we live in a digital world where students spend a large portion of each day utilizing computers as a tool both in and out of the classroom. At the Fletcher School, our goal is to develop Digital Literacy and Citizenship in our students. Using Common Sense Media’s Digital Literacy and Citizenship curriculum in our computer classes, students discuss and learn how to be responsible and safe while online.

Two of the many aspects of Digital Literacy from Common Sense Media that are taught in 6th Grade are Strategic Searching and A Creator’s Rights. These two components give students an introduction to online researching and the importance of citing sources used to obtain information. Strategic Searching, shows students how to effectively and efficiently conduct research on the internet using a variety of strategies such as using keywords, synonyms, quotations marks around specific words, and different domain types. A five-step method (S. E. A. R. C. H.) is introduced as a tool to assist in planning and carrying out online searches. The 5 letters stand for: select questions, extract keywords and terms, apply search strategies, run your research and chart your search.

A Creator’s Rights teaches students about copyrights, fair use, public domains, licensing, piracy and plagiarism. Through videos and class discussions, students come to understand these terms so they can follow the rules of copyright laws, protect their own creative work and be respectful of how they use others work.

Blog Post - April (1)After studying these two Digital Literacy components, the 6th Graders complete a four part culminating project entitled, “My Birthday in History”. The project incorporates the Digital Literacy curriculum, as well as various technology tools. For the first part, students are required to apply the five-step method and strategies for searching to research events and birthdays that happened on their birth date in history. Students are always amazed at what they discover when doing this research. Many times they have heard of an event or person, but it adds an exciting element when they find out it happened on their birth date. My classroom comes alive with chatter as everyone shares their discoveries. I often have to remind them to save some “surprises” for their actual paper. Once the information is gathered, it is used to write a six paragraph paper Students must include a “Works Cited” list to give credit to the people’s work used as resources. For the second part, pictures are collected that correlate to the events and birthdays chosen. The pictures are utilized three ways, as an attachment to the written paper, incorporated into an iMovie, and to design a poster using one of two websites: Canva www.canva.com or Buncee www.edu.buncee.com.

Blog Post - AprilThe completed posters are put together as a bulletin board. For the third part, an iMovie is produced. Using our green screen room, students record and edit a video depicting one historical event and one birthday from their written work. The video and pictures are assembled to create an iMovie which has to include transitions and music. Lastly, in order to share our completed project with our school community and visitors, students use Blippbuilder to create “blipps.” These “blipps” turn the posters into interactive images that can be used with Blippar, an augmented reality app, to scan them. Anyone who has the app downloaded on a digital device can see the students’ movies “come to life,” just by scanning it. All are welcome to come see our work!

KAPOW! Students Get Creative with Comics in Spanish Class

Screen Shot 2016-03-18 at 10.29.44 AMStudents often struggle to find creativity and relevance in their Spanish writing assignments.  Often, the textbook vocabulary can be dry, unrelatable or “boring”. Additional challenges include not knowing enough supplemental vocabulary to truly tell an interesting story in their own words. Which results in students turning to online translations tools to “fill in those blanks” and typically I am left with a lovely essay written by Google Translate. So how does a teacher get students to bring to life their textbook vocabulary while staying true to their own abilities??? A comic!

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Teachers often struggle with how to use technology to encourage storytelling. Typically a new app or website can be everything from exciting to terrifying…and time consuming. Many teachers want to find ways to grow their projects using the SAMR model. SAMR is a model designed to help educators infuse technology into teaching and learning. Pixton Comic Maker is an easy to use website that really allows students to design, develop and infuse digital learning. To make an amazing project, teachers and students do not need to access another site (i.e: students do not need to use Quicktime to record voices, Pixton provides all tools needed within its site). There are also many helpful “how-to” videos provided by the website. I was very impressed with how quickly my students learned the website and their final projects were really incredible!

The Pixton Comic Website is both a teacher and student friendly website that not only allows students to write and create their own stories, but allows them to fully bring them to life by providing the technology needed to record student voices directly into the project!

The end result is a narrated slideshow that tells the students story in their own words. I believe that this a a website that can teachers, regardless of content area, can use to create individualized and innovative projects.

Student Example

Pixton Comic

We then used http://www.qrstuff.com/ to link our pixton comic to a QR that allows everyone

We used a simple QR code to allow others to share in our assignments! Try it! 

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Teacher Collaboration Impacts Student Learning

QRCode_2ndGradeTeachersWorking together as a team is always a positive experience for teachers who wish to improve the educational experience for their students, learn from each other, and grow professionally.  The Fletcher School’s ongoing professional development programs create opportunities for all teachers to learn and practice new skills, share ideas, and work on common goals to increase teaching efficacy.  Fletcher’s second grade team is now expanding their knowledge by creating their own customized informal workshops for lower school teachers.  

Following the model set by Fletcher’s professional development programs, second grade teacher Christi Kubeck taught teachers how to use QR codes in their classrooms.  QR codes are a great way to engage and motivate students by incorporating added interest and movement into reading, writing, and information processing.  Ms. Kubeck shared her extensive technology knowledge and volunteered her time to assist lower school teachers who signed up for the activities.

The teachers began with a discussion around innovative uses for QR codes to enhance their multisensory lessons.

Some stimulating lesson ideas included:

  • Orton-Gilling rules, including
    • CVC words (consonant-vowel-consonant)
    • the “rabbit rule” (when to double middle consonants)
    • Syllable division
  • Math flash cards
  • Subjects and predicates
  • Government: American symbols, eg. The Statue of Liberty

QR Code StudentThrough hands-on, step-by-step instruction, Ms. Kubeck led teachers through the steps of creating, laminating, and cutting out QR codes.  QR Code Generator was used to create the codes, and the i-nigma app was used for QR code scanning.  Multi-colored papers, pictures, videos, and a variety of intriguing content were included to customize the final products.  The teachers had ample time to gain instruction on the process, work to finish their lesson materials, and practice how they would be used in class with students.

Teachers emerged from the experience enthused about the experience and ready to replicate the use of QR codes in the classrooms with additional content.  The teachers also reported feeling energized through their group conversations and appreciated the opportunity for additional camaraderie and creativity.  Kudos to Ms. Christi Kubeck for leading this effort by sharing her time and expertise with colleagues!

Going Green! Fletcher’s Green Screen Studio


Screen Shot 2016-03-04 at 2.38.45 PMOur school’s green screen studio is one of the many gems found in our building, but why do we have one? Chroma Key or “green screening” is a technique by which a block of a particular color (often blue or green) in a video image can be replaced either by another color or image, enabling, for example, a weather forecaster to appear against a background of a computer-generated weather map. Check out this
fun YouTube video for examples.

Our green screen studio has been used in many creative and innovative ways to bring our curriculum to life. Instead of traditional essays, students have used the green screen room to immerse themselves in a story’s setting and plot by replacing the green background with a scene from that story. Students use props, accents, and clothing to portray a character’s point of view to show their understanding of those important characters and how they affect the plot. The ability to superimpose oneself into the storyline of a book or within a different landscape learned about in science, engages and motivates students to learn.

Here are a few example of our past green screen projects created by Fletcher classes:

Exotic Spring Break Destinations (edited in DoInk’s Green Screen app) 

Trouble River (edited in iMovie for Mac)

Trigraphs (edited in Touchcast for iPad)

So, how do our students make the magical green screen effect happen?

IMG_4991Our green screen studio has adapted to our needs over time. We used to have a mobile screen with stands that we carted all around the school. It was cumbersome and no longer practical once the idea of green screening caught on and everyone wanted the kit transported to their room. Our original screen screen lights were extremely low budget. We purchased three tripods from Target and clip-on flood lights from Home Depot. We simply clipped the flood lights to the tripods and situated them in front of a large, felt green screen purchased from a photography store.

We found that the lights weren’t holding onto the tripods well and they were really warming up the rooms we were working in.  Therefore, we spent some money to upgrade the lights to the Impact Soft and Natural Light Kit from B&H. Honestly, these lights would function much better in a larger space, but since we are working in a small office, we can’t situate the lights in the best way possible. However, they are more sturdy and don’t get so hot.

IMG_9819Yes, so we moved out the fabric screen and in it’s place painted a wall green in a small, empty office in our tech center. We used Behr “sparking apple” paint to mimic the green screen that we had used in the past. 

Since the beginning we have filmed with our iOgrapher for iPad and Rode microphone kit. We recently purchased a cheaper Rode microphone for our second iOgrapher, and it works just as well!

 

IMG_9813Finally, the most recent addition to our green screen studio is an iPad Air iOgrapher on a tripod. We use this as our “teleprompter” to offer a confidence boost and to encourage students to look at the camera instead of looking down at their notes. The app we use for the teleprompter is called PromptSmart Pro and offers a cool feature called VoiceTrack, which follows your words during your speech and automatically scrolls the text at your natural pace in real time. We have found that this functionality is hit or miss, however, and we often revert to setting an automatic scrolling speed.

 

Screen Shot 2016-03-04 at 9.42.24 PMRecording objects or people in front of a green screen is the first step of chroma keying. The second step is editing the video in an application. Our iPad users edit green screen recordings in DoInk Green Screen app and Touchcast Studio while our Mac users chroma key in iMovie. You can find out more about how this is done on page 18 of my book, “iMovie for Mac in the Classroom.”

There are cheaper ways to make green screening work in your home or in your classroom. You can paint a piece of cardboard green or buy a large green sheet or piece of green fabric from the craft store. The built-in microphone of your device, such as a smartphone or tablet, will work just fine for recording audio. We hope you’ll give it a try!

Teaching Tolerance

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Teaching Civil Rights during February is often expected of U.S. History teachers, but it doesn’t have to be the creation of a timeline of key events, or a study of Martin Luther King, Jr. I take a slightly different approach and use technology to drive home a lesson of global tolerance.

I start off by guiding the students to create a class definition of tolerance: the willingness to accept something you do not like, understand or agree with.  Then with the help of Danielle Knight’s lesson from Teachers pay Teachers, students learn the meaning of the lyrics behind U2’s song:  “Pride, In the Name of Love”.  On Youtube, we watch the original video (which always leads to student guffaws over Bono’s hair and dancing) and then a video that sets the same song to a compilation of news footage from the Civil Rights Movement.  It is an engaging way to introduce Martin Luther King, Jr.’s message of equality and tolerance.  

We then move onto the technology portion of the lesson.  Using Amy Zschaber’s lesson plan, students create a Tagxedo of who they are and what they want others to tolerate in themselves.  

  1. Using a Google Doc students created a list of 55 words about themselves.  
  2. Open Tagxedo.com  – it seems to work better in Firefox or Safari.  If you are using a Mac, you will need to install Silverlight first.
  3. Students then click on create, which brings them to the creation page. (Image 1)
  4. Click on load on the left side menu, paste the words from the Google Doc into the enter text box and click submit, the image will then “respin”. (Image 2)
  5. Click on Shape in the left side menu, and choose add Image at the bottom of that dialogue box. (Image 3)
  6. Choose a picture of the student.  When  the image loads will it may look like a black blob, so use the threshold and blur options to make the image more clear. (Using a picture with a white background works best.) (Image 4)
  7. Click accept and the image will ”respin” into the student’s photo with the words within the shape. (Image 5)
  8. I then allow students to change the colors by clicking on theme on the left side menu.  (Image 6)
  9. Students can also choose a new font by clicking on font on the left side menu. (Image 7)
  10. To save or print click on save/share on the left side menu and select the option you would like. (Image 8)

I enjoy teaching this lesson each year because the students really enjoy using Tagxedo, and it opens the door to honest conversation about who we are as a society and how far we have truly come in terms of equality.

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