The Cabeza Chronicles

Elevating Student Learning with Technology Integration Academy

Goodbye one-size-fits-all lesson! See ya to an old mindset of technology use automatically equaling a higher level learning experience! 

HELLO personalized, needs-based & interests-based, choice-filled, differentiated, self-paced instruction! Technology Integration Academy meets teachers, administrators, and librarians where they are with technology integration and provides tangible resources and intentional modeling to elevate experiences for their unique learners. 

"But I'm already using technology in my classroom. Can I be exempt?" One of the best parts of TIA is that it is structured to grow EVERY learner from their current experience as choice is embedded in every module to provide a meaningful and tailored PD. Rather than providing a skills-based checklist where everyone meets the same end-goal, in this growth-mindset course, there is no technology proficiency ceiling, so the sky is the limit with possibilities that meet individual comfort levels. 

A primary goal of TIA is to highlight that technology usage itself does not elevate the learning experience; rather, it focuses on what students are being asked to do with the technology. Listing ideas on a Google Doc might have it's place in the lesson cycle, but are there also opportunities to publish to a larger audience, digitally collaborate outside the walls of the classroom, choose a personalized path or product, or create using higher level thinking? Focusing on the cognitive demand of the task helps to shift the focus from "Does this lesson have an element of technology" to "How can I pick the right technology platform to meet the intended learning goal?" 

The course content is structured around digital learning platforms we support in Northwest ISD, such as Learning Management Systems by grade level and the suite of apps in Google Workspace, accompanied by high impact instructional practices, like collaboration, creation, critical thinking, choice, reflection, and goal setting which are modeled in the course design and supported by participation requirements.

Take a look at some examples to explore the original prompt for various modules paired with unique creations and perspectives that develop as a result of choice, ownership, and collaboration.

 

To solidify new learning and identify actions steps moving forward, participants have a variety reflection opportunities in final module. Here are a few takeaways from the Spring 2021 TIA Cohort:

• I have really liked exploring the different opportunities for choice and differentiation throughout this course. It has been nice to be able to pick according to my learning level and not have to be able to review things I have already learned. Another aspect I have enjoyed from this course is being able to be reflective and set goals on how I want to grow in the future. I want to try to incorporate more technology especially with goal setting and student choice. - Elementary Interventionist
• Opportunities for Choice and Differentiation - I've come to realize that technology can play a significant role in the efficiency of differentiation. Meaningful Technology Integration - Technology is more than just assigning a google doc for the students to complete and submit. It can be collaborative and used to help students connect and enhance their learning. -7th Grade Science Teacher
• I thought it was important to review SAMR and take a reflective look at the technology integration that I currently use in the classroom. I noticed that most technology I use is on the lower end of SAMR, so I've set a goal of looking at the technology use that allows for even more learning involvement for the students. My goals for moving forward also include being more productive with technology use in the classroom (like using the iPad to be more mobile and keep track of student progress), and for parent communication. -5th Grade ELA/SS Teacher
• I will say that there are SO many options when it comes to technology use in the classroom. I was amazed at how many choices we have as teachers that are made available to us. My biggest plan is to use the technology to engage my students with presentations. I also want to really start using the IPAD for Doceri so I can walk around my room more. - High School CTE Teacher

Ready to take your technology integration to the next level? 

Enroll in the Summer 2021 TIA cohort today! The course content is available June 1st - August 8th, 2021.

For more information, visit these Technology Proficiency FAQs.

At Northwest ISD, we believe technology enables us to extend our reach and become more effective, relevant, and connected educators. We strive to use technology as a tool that engages our students at high cognitive levels, and this course is designed to reflect that philosophy in every way. This is important because NISD educators are expected to design, implement, and assess learning experiences to engage students and prepare them to be competitive and successful in a global marketplace.

A “Different” Approach to “Leaving No Student Behind”

Educators are always looking for new ways to reach students and help them find methods or paths for acquiring success in the classroom. However, it seems that there are some students who, despite our best efforts (and their own), struggle with the institutional process of acquiring knowledge and skills necessary to meet traditional measures of success. After recently reading the words of Katie Usher, a Texas elementary school teacher, it became clear that well-known classroom differentiation practices, although very effective and successful for some, may not be enough for students who need a completely different learning environment in order to access the content needed for mastery. Although Katie’s experiences are based on a gifted classroom, her words are important for all students. She asserts that “In the digital era, we can provide all of our students with technological ways to enhance their learning, no matter their academic label. Every student is different and needs to be offered a variety of ways to show what they’ve learned in a way that reflects their individuality.” This is exactly the philosophy behind the ever growing "Eagle Strong" cycle recovery program offered at Eaton High School (EHS). 

Alicia Dunson, a Professional Communication teacher at Eaton, has spent a majority of her career working to find ways to reach students where they are and to help them progress and find methods for success that work for them. Alicia starts by learning about her students and building relationships with them that allow her to not only ask her students some tough questions about previous academic patterns but she is also able to use her positive relationships to push these students to develop levels of accountability and self-sufficiency that gives them ownership in their own learning moving forward. This philosophy of teaching made Alicia a perfect fit to help develop the "Eagle Strong" cycle recovery program at EHS and to begin working with students to access systems and methods more appropriate for their individual learning needs.

In this program, students are identified as needing intervention before completely failing a course and they are not only given an opportunity to access narrowed and unmastered course content through a self-paced online platform, but they also have the support of certified educators working on campus that can assist as needed. Mrs. Dunson facilitates student progress by helping them learn ways to record and track their own mastery of coursework that work for them and by connecting students with teachers and tutors before, during, and after school hours. Through use of these online tools and content, qualifying students can showcase existing knowledge that might previously have been a struggle for them to display and to do so in a timely fashion without getting behind in credits and while receiving both built-in and in-person remediation. The ability to digitally self-accelerate beyond concepts already mastered and to slow down to focus on more difficult areas of the curriculum make this educational experience unique and more effective for some than a traditional environment.

One student in Mrs. Dunson’s "Eagle Strong" program credits this experience with helping her to revisit and master content from multiple courses without the stress and pressure she typically experiences in a regular classroom environment. She feels that the ability to move through material at her own pace puts the responsibility on her and she says that “You have to learn. You cannot just zone out or not pay attention. It’s all on you.” Another student said that she has learned study skills that can help her in other courses and she feels the online coursework helps her because the courses “have a different way of teaching and gives students different ways to learn the material.” She likes the ability to watch and re-watch a lot of videos that show her examples and also enjoys the freedom to go through curriculum on her own.

While many students thrive in a traditional school environment, some need more than tradition can offer or they may have experienced circumstances that hinder their progress in all or parts of a particular course. In some situations, students simply need other ways to access content in order to master the skills and knowledge necessary to grow and thrive. EHS is providing a method for students to do just that through the development of their cycle recovery program and they are creating options for students to learn and excel that allow flexibility and choice while not compromising student time, interests, and most importantly, confidence. This program, in essence, is an example of differentiation at its best and as our fellow Texas educator, Katie Usher, put it, “Differentiating allows students to have their voice heard, which can lead them to become self-motivated learners. And that in turn can help increase both their learning growth and their self-awareness of that growth.” These achievements in differentiation are much needed components of our educational system that truly provide for a future where fewer students are “left behind.”

          Usher, Katie. “Differentiating by Offering Choices.” Edutopia, George Lucas Educational Foundation, 10 Apr. 2019, www.edutopia.org/article/differentiating-offering-choices.

Raiders of the Lost STAAR

For many NISD teachers, Spring has been marked by the self-paced BINGO challenge. Cassie Brewton, a fifth grade teacher at Hughes elementary especially enjoyed the choice, self pacing, and excitement that came along with the challenge. Cassie soon began to think, “My students would enjoy a challenge like this, especially as they get ready for STAAR.” Using the format created by IT Coaches Jillian, Kelli, and Shelly, Cassie began creating tasks that would help students review for their upcoming STAAR test.

The tasks that Cassie created were an intentional hybrid of individual and group collaboration, digital and face to face work, and all levels of rigor. When walking into Cassie’s class during review, it was clear that each student was working at their own pace and that the tasks were differentiated for all of her learners.  It was also evident that the students were enjoying the challenge.

Ethan, Kellon, and Makena all agreed that the BINGO board was a fun way to prepare for STAAR. Not only was the challenge fun, but it pushed students to work through questions and problems that they may find difficult. Kellon points out, “My favorite part was the challenge in general.” Makena states, “B4 was really challenging. The picture was really hard to figure out. You have to figure out what’s happening and make observations and a claim. I skipped a few, but then made a note to go back.” Kellon added, “I don’t like skipping a challenge, so I kept trying until I figure it out.”

Each student was eager to share their favorite task on the board. For Makena, this was N3. “We made several STAAR questions and created a quiz on Google Forms for the class.” Ethan enjoyed I3 which prompted him to create a Tweet from a template in Google Classroom. The tweet would sum up the main idea and supporting details from the story "Library Lion." Ethan would have an authentic audience as the tweet was posted to the class Twitter Feed (AKA: Padlet Wall). What Ethan may not have realized, was that I3 provided scaffolding for him as he decided to complete G5 first. G5 helped students define main and supporting details to give them a better understanding of the concept.

Other tools integrated into the tasks include: Prism, Pear Deck, Epic, News ELA, and a variety of GSuite tools (Docs, Slides, Forms).

Differentiation was a key aspect of this challenge. Cassie points out, “I made changes to the board daily based on student responses. For example, After noticing kids struggling on I3, one student realized that another task on the board was a great scaffolding activity, so we created a few additions to the ‘task card’ to explain where they could go to practice the skill before completing that specific activity.”

While the Raiders of the Lost STAAR was a student centered and student paced challenge, it was the intentionality of Mrs. Brewton that made it a success. The articles that she choose for students to read were at the appropriate lexile level, the resources that students used to answer questions encompassed relevant information that they needed to know, and the independent reading time helped with literacy and comprehension.

Not only were students review key terms, concepts, and skills for STAAR, but they were also becoming problem solvers. Mrs. Brewton states, ”I think my favorite part about the Bingo board was seeing the students work so well with their self-management. They were great at managing their time, choosing tasks that fit their schedule, and taking time to stop and reflect on their work before coming to me for a code. They wanted to make sure it was their best before asking for a code because they knew the expectations were high, so the incentive to work hard was powerful!”

Twenty Five task challenges can be quite a bit to create, but the aspect of self-paced lessons and units, can be created on any scale using Hyperdocs. Check out this Basic Hyperdoc Lesson Plan Template (The HyperDoc Girls)

The Real World is In Your Classroom

Visualize a small group of kids huddled in a middle school flex space, Expo marker in hand and video camera staged in front of them, confidently drawing shapes and lines on the whiteboard as they explain the steps to solve an equation. Picture students, who otherwise avoid math, passionately debating the best place to ask a question: is it before or after an example? Can you hear them, animated, discussing the best way to teach someone about complementary and supplementary angles?

This was the scene in Jennifer White’s math class at Pike Middle School when she challenged her students to create Edpuzzles that teach other students new math concepts. Determined to engage her students in rigorous and authentic learning, she asked them to design video lessons that would be used as warm-ups and tutorials in other classes.


If you don’t know, EdPuzzle is a video platform that lets teachers turn any video into a lesson by embedding questions, comments, and/or audio. Teachers then assign their video lessons to students and collect formative data, like who watched the video and what they understood. Because the videos are self-paced, students can re-watch them as many times as they need, and even share them with others.

For this project, in teams of 2-3, students chose a topic from their next unit of study. Before creating their video lessons in EdPuzzle, they explored resources, researched their topics, and planned what comments and questions would best help their audience learn the concepts.

White gave students a choice to either find an existing video or create their own to use in the EdPuzzle. Some were excited to make their own videos using their Chromebooks. Giving choice helped her differentiate for students who needed more time during the ‘discovery phase’ and for those who needed an extra challenge.

Before publishing and sharing their work with their audience, students gave each other feedback (using Google Forms) about how they could improve their lessons. Mrs. White gave students time to apply the feedback they collected. This step also worked to expose students to all of the terms they needed to know, and to reinforce the concepts they would eventually see in class.

In the end, this whole project took 3-4 days, provided a whole department with student-created peer tutorial resources, and gave students the chance to learn with a purpose. You can see examples of student work here: Example 1 & Example 2

It is hard to imagine what authentic learning looks like in practice because there isn’t a ‘single right way’ to approach it. John Lamar, with bie.org, put it simply, “In fully authentic work, students are doing work that is real to them... [it has] a direct impact on or use in the real world. (The “real world,” by the way, could still be school, which is a very real place for students.)”

It’s easy to get caught up in preparing kids for the future, but don’t forget: to our students, the real world is here and now. The real world is in your classroom as much as it is outside of it.

One of Mrs. White's biggest takeaways from this project was that students owned their learning throughout the entire process. That happened because she gave students a purpose and audience for their learning. Students were proud to contribute to their immediate environment and motivated knowing that other people would see and benefit from their work.

Ultimately, when educators design authentic learning opportunities they empower students in the present. Instead of hoping students will become leaders, creators, and good citizens one day, teachers can give students the chance to be those people today, to contribute to their real world in the here and now.

Permission to Be Creative!

Mrs. Johnson (a 5th grade teacher at Granger Elementary) created a collaborative Google Site with the purpose of expanding learning in the ELA and social studies classroom. On the homepage of the site, students find permission to be creative! The site reads, “This will be a place for you to take your learning to the next level by using your creative mind to build on what you’ve already been learning about in class. Think outside the box, explore new ideas, and discover topics that you’d like to know more about.” The license to be creative has led to student ownership that can hardly be put into words.

How did this site come about? Mrs. Johnson states, “Some students finish their classwork quickly and need to have a project to work on, or they need to be challenged to take their learning to the next level. I also have students who simply thrive when having projects to work on. I had many students who fell into these categories this year, and I really wanted provide them with more than just the everyday ELA and social studies classwork. With a blue crayon and a piece of notebook paper, I began jotting down their suggestions. We came up with a few ideas, such as making Google Slides, designing games, and creating Kahoot quizzes. Then, I asked these students about some of their topics of interest. That afternoon, I took their suggestions and organized them into a Google Site. By adding their ideas to the site in an organized way, many more ideas started flowing. I added more ideas of my own, and then I gave about seven students access to this site so that they could add more ideas. Together, we formed the basic structure of this enrichment site.”

Here is how the site works. 1. Students use the “Topics” and “Activity Option” pages to gain inspiration and decide on a creation project that they are interested in. 2. Students click on the timeline spreadsheet and sign up to create a project. 3. Students create the project of their choice using the tool of their choice. 4. Students insert their project into the “Finished Projects” page.  5. Students record a FlipGrid video explaining the what, why, and how of their project. They also explain how their project will impact other students and reflect on what they would have done differently if they were to do the project again.

Students lit up as they shared about their projects. Samanvita, Amari, Kaden, Shabbeer, and John could have chatted for hours about projects they had created and project ideas that were marinating in the back of their mind. "It's not like other classes because we’re getting to chose what we create" said Kaden. "It's really cool," says Amari with a smile, "It's like we are student teachers!" 

Samanvita shares a little about her creation, “I made a Powtoon about point of view, a WeVideo about story elements, and there is is lego website that I’m hoping to make a Stop Motion video from. Right now, I’m using Tinkercad to create a gun from the Revolutionary War. I also made a George vs. George quiz. I think I made it a little too tricky because most people only got 30%.” Samanvita asked me to take the quiz and I’m sad to say that I failed as well. All that said, she had feedback woven within the quiz and was able to help me learn from my mistakes.

Other created projects include, a 3D print of the Boston Tea Party ship, a mini Lexia series to help others who may want extra practice, various Kahoot and Google Form quizzes over covered topics, and even stop motion videos. According to these students, the most challenging aspect of the project is time management and choosing the right tool for the resource that they are making. They are learning that some tools are limited and they need to be purposeful when choosing. Many of these students get excited about their projects and end up working both at school and at home.

John's Mini Lexia Quiz and a Point of View Google Form

Kaden's Boston Tea Party Scratch Game

 In closing, Mrs. Johnson points out, “I was most surprised with how smooth the transition has been and how little guidance is needed. My students are extremely self-driven and self-motivated with this website. I am impressed with the variety of products that they have created as a result of this website. I am also thrilled about how excited they are to create so many different projects.” She adds, “One of our campus initiatives is to raise the level of Masters scores by 10%. I definitely believe that by doing these types of self-initiated projects, our students will show growth in their reading and thinking abilities.”

Be on the lookout for some of these student created products at EXPO 2019!

Teaching Your Future Forgetful Self

From homework, to extra-curriculars, lunch, friendships/other relationships, as well as chores and other duties at home, so much "life" happens in between today's class period and tomorrow's. Units of study are typically scheduled to end on Fridays so that students can cultivate skills throughout the week and test on Friday with the weekend being a mental break and a new unit/topic starting the following Monday. As much as a week-long Thanksgiving Break is desired, it occurred in the middle of a 7th Grade Math Unit causing Medlin Middle School teachers, N. James and B. Salazar, to get creative in overcoming this potential forgetfulness.

Following a rigorous Scope-and-Sequence, students began studying TEKS 11A (model and solve one-variable, two-step equations and inequalities) and 11B (determine if the given value(s) make(s) one-variable, two-step equations and inequalities true) with only three days remaining before Break. In having this unit resume upon return, James and Salazar wanted to find a way for students to not only learn the foundational skills within the limited time, but also retain the information post-break to maximize instructional time focused on next-steps with minimal review.

What better way to remember content than become your own future self's tutor! To do so, students were tasked with creating a video tutorial utilizing Sketch IO and Screencastify that included the following requirements.

Multiple scaffolds were put in place to ensure students were reinforcing correct information. To start, these on-level students were allowed to be in groups no larger than 3 so peer-teaching could be utilized to support and clarify learning. Additionally, students were tasked with prewriting a script which encouraged planning and preparation instead of an on-the-fly performance; furthermore, this script had to include a few Key Terms in order to provide structure to the video whose remaining components were largely decided by student-choice.

Upon return from the week-long Thanksgiving Break, students had access to their own tutorial as well as a shared Google Folder containing their classmate's videos. This repository was valuable because students could hear and see explanations in student-friendly language from multiple viewpoints and problem sets. Creation of this video is at the highest level of Blooms Taxonomy in which students must synthesize information to create their own original work. Through creating a tutorial to teach yourself and others, students not only had to remember, understand, and apply these math concepts, but then use this to analyze the required steps and evaluate their order and purpose so that they could formulate this video. Applying higher level thinking commonly solidifies the learning to long-term memory so that instruction could resume right where they left off before Break with the tutorial videos available for memory jogging and review.

This activity meets ISTE's standard of being a 'Knowledge Constructor' in which "Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions." (3c)

A Digitized Novel Study

Third graders at Beck Elementary recently completed their reading of The Miraculous Journey of Edward Tulane by Kate DiCamillo. Throughout the reading of this novel, students were tasked with maintaining a digital notebook that would document their discussions, experiences, and learning. 

Students responded to the text in a variety of ways. Getting to know the key characters in the book provided students with the opportunity to analyze character traits that could be supported with text evidence. Beckett, in Mrs. Bell’s class, said, “using different apps, like the whiteboard app, helped us have evidence for our thoughts and allows us show response in pictures and drawing.” Digital tools, such as, the Aww App and Tagul were introduced to students as a way for them to share their thinking about the novel’s characters. 

Mrs. Phillips’ student, Wyatt, felt challenged throughout his work on his digital notebook and his Recap responses. “The most challenging part of our digital novel study was the questions were really tricky and you had to really think and deeply analyze the novel to understand it.” Responding to their reading verbally, using Recap, encouraged students to think deeply about their responses. It was especially empowering for their voices to be heard by their peers as they shared their recorded responses.

An extension menu was also provided to students to access throughout the study. This menu provided students with choice as they responded to their reading in a variety of ways. Support for completing the tasks on the extension menu was provided by the teachers via Screencastify. Instructional videos created by the teacher allowed students to work independently, at their own pace. The extension menu exposed students to new tech tools and provided differentiated learning experiences to students based on their strengths and needs.

On any given day, throughout the novel study, students within their classrooms could be found working on projects of their choice in response to their reading using Buncee, Google Docs, Google Slides and a variety of other digital tools. With choices on the extension menu such as: creating a personal intriguing word wall from each chapter, keeping a summary journal from their reading, publishing a “must read” newspaper article and designing a digital poster to represent a character, it was no surprise that student engagement was through the roof. 

As their reading of the novel came to a close, students had choice again in their final product. Options included creating a book trailer, writing a reader’s theater script or creating an interview with the main character, Edward. These risk-free tasks provided students with a platform to create and collaborate on their learning from the novel study. Some of these tools used to complete these projects were Animoto, DoInk and Canva. Students added their final product as a slide to their digital journal. 

Loseli, also in Mrs. Bell’s classroom, found this project to be good preparation for future learning. “The digital notebook enhanced my learning by introducing me to new websites that can help me with more of my extension projects or more of my learning throughout the year.”

Additional student notebooks can be viewed HERE.

From Pages of Policy to Personal Practice

Students in Mrs. Wilsie's Tech Apps class at Tidwell Middle School were recently challenged with the task of not only understanding the nine page AUP (Acceptable Use Policy), but also working together to create a resource for other students that would help them understand and apply the AUP as well. Students started the unit by creating norms for group collaboration using Spider Scribe. Next, they used the Google Docs Outline tool to create an outline for the AUP as they broke it down into sections. According to Casen, narrowing down the information was one of the hardest parts. He comments, "At the beginning we felt overwhelmed because there were nine pages of the AUP and we had to use three types of multimedia to show how to follow it."

After understanding what the AUP entailed, students used the Tools that Make IT Click Blog to choose the platform they thought would best relay their information to other students.

A Screenshot of Masongo, Keller,
Madeline, and Logan's Blendspace.
Click HERE to View

When asked why her group chose to use Blendspace for their project, Madeline commented, "I was looking at Tools That Make IT Click and I really liked how Blendspace was orgnanized into boxes. We noticed that we could add links, pictures, and box off information off for our audience." Casen, Soniya, Benaiah, and Fatou decided to use Google Slides so that they could collaborate. They embedded videos, animation, and a Kahoot quiz so that students who viewed their presentation could test their knowledge. Maggie, Corbin, Jacob, and Blake created a newsletter using Tackk. They utilized the "button" feature in order to create a series of hyperlinks to send viewers to various student-created resources. Blake pointed out, "Our favorite part was the skit that we made about AUP. We used Screencastify to record our video."

After starting to work on their presentations, classes had the opportunity to connect with, and interview a few professionals via ZOOM. The video conference allowed students to see that the AUP is a part of the 'real world' and that it impacts adults in the workplace everyday. Students talked to Brooke, who works remotely with IBM in sales and Carrie, the Human Resources Director at Fidelity Investments.

After seeing the capabilities of ZOOM, one group decided use ZOOM to connect with each other even when they weren't all in class. Blake added, "ZOOM was easy to use and we were able to work even outside of class. I liked that you can message each other during the conference, so that we don’t interrupt each other."

At the end of the project, students used Google Forms to give their teammates a rating on collaboration and teamwork. They also shared their final product on a Padlet wall for the class to view and leave feedback.

Students walked away fom this experience with a clear understanding of the AUP and how to apply it to their daily digital lives. They also learned a lot about collaboration and teamwork. Maggie points out, "When we started as a group it wasn’t that smooth, but we got better as we worked together. Team work wasn’t easy at first." Casen sums up the unit by stating, " It would be helpful for other students to view our presentation. We made something that would benefit the whole school."

Casen, Soniya, Benaiah, and Fatou's Final Product

Maggie, Corbin, Jacob, and Blake's Final Product

View A.U.P. full version on Tackk
Create your own customized Tackk page

Making Our First Debut via YouTube

When Tidwell MS students signed up for theater, they didn't realize that they'd also be video stars! On the first day of school, student's in Mr Savell's Theater Class were tasked with a challenge. After watching a short video of a young girl explaining how to do Elsa make up, groups of students were given the choice of creating a YouTube video or Wiki How page on a concept related to theater. Their target audience was sixth grade students who needed to know more about theater tips. Submissions ranged from theater make-up and hair dos to rules of theater and stage fights. 

Mr. Savell wanted to assess student's prior knowledge with this activy, so created a few simple expectations. Students had to show:   

• A clear understanding of what they already knew

• That they could teach others in a clear manner

• An organized and clear video

• A Peer Evaluation

Karis, Trevor, and Mike created their video on how to do theater make up. This was fun for Karis becuase she got to show the right way to put on make up, while the boys showed the incorrect way. "We had to cooperate and step out of our comfort zone to get the video done," commented Mike. We were a little nervous about doing the video at first becuase it's hard to put yourself out there." Trevor added, "I learned that you can't be scared of your voice."

The group wanted to make sure that they taught their audience in a clear, but fun way. "As nervous as we were to do the video, it felt really good when everyone laughed as they watched our tutorial. They weren't laughing at us, they were laughing because our video was informative and funny. When we saw other's react, we realized that we had accomplished our goal." This was also a great way for students to get to know each other. Karis and Trevor mentioned that they didn't know Mike before this project, but they had a lot of fun getting to work together.

Karis was the video editor of the group and added, "I had used iMovie a little before, but I didn't really know that I could zoom, switch music tracks, and voice over." She explored details within the app in order to make sure that their video portrayed the right message.  

Mallory, Ashleigh, Kamille, and Madi created their video on how to create the Cinderella look. "I never thought I’d make a video in theater, but I loved it" commented Mallory. When asked what they learned through this process, Madi points out, "When we watched the YouTube video, it looked really simple, but when we started making one, we realized that we really had to think about the setting, props, and what we were going to say so that others would understand it."

All four girls had a different role in the video making process. Mallory did most of the editing and used iMovie on her iPhone. "I used iMovie so that I could mute out background noise and add voice over." Mallory mentioned that she has used iMovie with her friends before, but it was fun using it for an actual school project. "I also showed the video to my brother before turning it in to make sure that he could understand our steps," added Mallory.

Students filled out a peer evulation sheet that held everyone accountable to their video contributions. Kamille concluded, "Students should do this next year, because it was a great way to get to know each other, see what we had in common, and learn about communication."

Mallory, Madi, Kamille, and Ashleigh's Video


Karis, Trevor, and Mike's Video

Technology is Making a Big Impact

Google Sheet Learning Journal with Peer Feedback

How did technology influence, impact or change _______? 6th grade students in Mrs. Wilsie's Tech Apps class at Tidwell Middle School were tasked with this question and got to fill in the blank with the topic of their choice. They soon realized that keeping up with their ideas, sources, and summaries would be a big task!

The Tech Apps class has had many opportunities to utilize their Google Drive this year. This project, however, revealed that Google Sheets could be more than a place for numbers. Mrs. Wilsie found a resource to share with students that allowed them to organize their research and thoughts in different columns and tabs. After a few days of research, students shared their sheet with a small group to gather feedback on their progress. They then used the feedback to go back and fill in gaps.

Aryi wants to be a dermatologist, so she chose to research how technology has influenced the medical world. She's especially enjoying using Google Sheets for the learning journal. "The learning journal was very helpful. When I use technology for projects, it’s usually not very organized, so I go back to using paper. The learning journal showed me how to organize my information." She added, "I got to write out what I had learned in the different columns which was good because it kept me from just pasting a bunch of research in one place." Another student, Brody, points out, "I like using this because it’s an easy way to track your data. The sheet keeps up with the dates for us, so that we can go back and find them. I also like that I can have group members comment on my research." 

Students using a variety of tools from the
Tools That Make IT Click Blog to
create their final presentation

Another neat aspect of this project, is the amount of choice involved. Now that the research is complete, students are grouped based on their research topic. They will be putting together a presentation for the class on their research. Students are using the Tools That Make IT Click Database to get ideas. Brody comments, "We went through the tools and saw Emaze. I have used it once before and we chose it because we think that we can embed our different projects within the slides." 

Tatum is doing her research on Quantum Physics and is presenting her information in a Google Site. She wants to take something big and outside of the box and make it easier for others to understand. Another student LiLi is creating a PowToon video for her presentation. "I’ve never used it before, but it looks like a cartoon and I think my class would enjoy watching this." 

Students will be presenting their research presentations to the class this week. According to their research, technology has influenced many different areas of life, but it has also made a BIG impact on these Tech Apps students who get to try new tools and learn new skills daily!

Choice is Voice!

For students, having a choice in their day-to-day learning is huge. Choice gives them a voice of their own to express what they are learning and to showcase it. By combining technology with students choices, you can empower students and allow them to increase their learning and ownership of the classroom. Student choice is most effective when teachers provide clear, simple options and if appropriate, leave room for kids to change their minds so that they can explore and learn.

Mrs. Famigletti's 7th Grade Pre-AP Science classroom at Medlin Middle School is an example where both technology use and student choice is evident on a regular basis. While assignments and projects often have clear guidelines for a final product, the method of creating that product is generally theirs to choose. For example, this past week the class had a two day assignment where the goal was to create an energy diagram of consumers and producers in the natural ecosystem around the school. For the first day of the assignment, students took pictures using their tablets or their phones, properly identified their place in the energy pyramid, and then uploaded these on a Padlet wall.

Created with Padlet

On the second day, students formed groups and created an energy diagram with three energy pyramids from the pictures on the Padlet wall. Students got to choose which platform they would use to create their diagram.  They could create their diagram digitally using a new program or one of the programs they've used in the past, or draw it on poster paper. The group of Miles, Daniel and Edward said they "appreciate that we have a choice to use programs that are more user-friendly, or that we are more comfortable with. We like having the option of how we are going to work."  Their group began using Microsoft Publisher 2016 but then opted to use a poster instead, showcasing not only their power to choose but also the ability to change their mind about how they were creating their own project. Another student opted to use Microsoft Word to create his energy pyramids and then uploaded them to Smore to present them. Another group decided to use Google Docs and Google Drawings to collaborate and draw their diagram together. Even groups who opted to use posters had their tablets or phones open to access the pictures via Padlet and class notes via Moodle while creating their diagrams. Morgan, a student in a group making a poster, explained to me that "we use digital stuff all the time in our class, but sometimes it's easier to just draw or make something with our hands."  The option to choose is not lost on these students and they are appreciative of it.

Check out the pictures and links below to see their work in action! The choice is yours and that is what's important!

Our Amusing Parks

Group Research and Models

Learning about the five themes of geography just got real for 6th grade students at Tidwell Middle school. These students didn't just memorize the five themes, they explored them by creating their own amusement park! Mrs. Neiswender and Mrs. Valentine encouraged their students to work in groups and collaborate together on the presentation, commercial, and ad for their park. Each group was asked to describe the relative and absolute location of their park, justify their location, explain the geographical factors, and identify ways that the new park will modify the physical environment.

Brooke, Lilly, and Caroline came up with an especially unique idea. "We choose to build our theme park in Nashville, so that we could have a music theme," stated Lilly. "Since Nashville is a music city, we named our rides examples such as "The Jazzy Jungle" and "The Elvis Express."

This group explained that Nashville was a town of tourists, which would be good for business. They also wanted to incorporate an educational theme through music, so that visitors could learn about different time periods and styles as they experienced the rides. By looking at Google Maps and doing some research, the group found that they would need to clear an area for the park. They woud not have to cut down many trees since they were already in a trafficed area. The group writes,"We are planning to build our theme park next to Nissan Stadium behind the Cumberland Park. Nashville is also known for having the second largest landmass in the nation." Doing research about real locations and getting to choose their location made this project relevant.

According to Brooke, "The most difficult part of this project was not using word or power point."  We ended up using Google Slides and found that it was similar to power point, but allowed us to all work from home together. This was good becuase we messed up several times in class and were able to work on it together from home." Caroline added, "I enjoyed trying something new. Next project I would like to try something else so that I know other ways to catch my audience's attention." This was a big project and the team learned that even though there were several of them on their team, they had to use time effectively to get everything done. "We all had good ideas, but we had to decide on the best ideas and then split up work or we would not have finished."

Brooke, Lilly, and Caroline's Presentation:
Music Around the World 

Future Bound, Budget Aware

This spring the Pike Middle School 7th grade Pre Ap Math teachers, Alicia Morton and Meredith Burchett, took the financial literacy Math TEKS and designed a learning experience that will impact students for many years to come.

The intention was to grow a deep awareness of the cost of living, cost of college and the realities of what life can afford while staying within budget.

To help them on their course a website was designed with resources.

Additionally students went through the Naviance program provided through the NISD Counseling Department and College and Career Readiness program, to research colleges. Students selected colleges based on affordability, family influence and degree programs that were aligned to their strongest interests or career pursuits. Those interests were determined through a series of questions asked via the Naviance program.

After determining their degree choice, college to attend and career path, students then had to create a budget for what their vocation would provide. This included purchasing a home, vehicle and day to day expenses. Those expenses included paying off their college loans.

Once they had completed their findings, students then created a presentation. These presentations were presented to several Pike and District Staff, including Jamie Farber, Director of Counseling and Kyle Seipp, Director of College and Career Readiness. Where they were asked questions and given feedback on their presentations.

The project was transformative in many ways, but the greatest impact was captured through the reflection piece where there was a personal increased awareness of: what it costs to go to college, the sacrifices their parents make to make the pursuit of their dreams possible, and what it takes to live the kind of life they desire.

Students were given choice of the technology platform to present. Common platforms utilized were Canva, Google Slides, Weebly, Smore and Emaze. Additionally a rubric was provided.

Here are two student products that showcase the this amazing financial literacy project:





For more information about the Naviance program contact your Northwest ISD Middle School or High School counseling office.