Apps and Social Media in the Classroom

It is springtime at New Milford High School and new ideas are flourishing.  Teachers are consistently empowered and given the autonomy to take calculated risks without the fear of failure to enhance the teaching and learning process.  The end result is that our students benefit from lessons that combine sound pedagogy with the effective integration of technology. Below are two highlights from the month of April.

In support of the school’s BYOD initiative, Mrs. Chellani has recently discovered and integrated a new app called Socrative, a free, online polling tool.  This app allows students to respond to questions the teacher asks in class via their smart phone, providing an alternate means for students to participate in class.  The results are displayed on the SMART Board through the Socrative website to facilitate discussion.  Additionally, this app serves as another way for Mrs. Chellani to formally assess her students in a differentiated and technologically advanced fashion. 

Students in Mr. Devereauxs AP Biology class are creating social media accounts for the immune system.  Using Facebook, Twitter, Pinterest, or Tumblr, the students need to narrate a day in the life of the immune system.  They have been finding creating ways of using hash tags, mentions, pictures, videos, and various other ways to infuse their projects with relevant, accurate, and interactive content illustrating how the immune system works.  Check out Mr. Devereauxs website by the end of the week to see some student examples.

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BYOD and the Paperless Classroom

At New Milford High School teachers are adapting their professional practice as we continue to evolve into a Bring Your Own Device school where student-owned technology integrated effectively.  NMHS teachers are also beginning to to integrate social media tools that are blocked and banned in the majority of schools across the country.  Ms. Smith’s science class has gone paperless. Students complete assignments whether it’s homework, class work, projects and tests all online using various websites, such as, Edmodo, Tumblr and Instagram on their BYOD devices. They also use their smart phones, iPads, iPods and digital cameras to take notes or to capture information. All pictures, notes and assignments are posted on the websites, e-mailed or placed on their private homework blogs. This has led to more student engagement, accountability and participation in the classroom, peer reviews and instant feedback to the students on how they are progressing. 

Image credit: http://www.packwomantech.com/byod-pros-and-cons.html

In Chemistry, Marine Biology and Bioethics Studies, every week each student makes two reflective and analytical posts on their blogs (Tumblr, Wordpress, Blogger, Pinterest or Weebly) exploring what has been happening globally or locally, either on TV or the Internet, and then making connections to what they have been learning in class. They are taking charge of what they want to learn about and are interested in science. Some examples of their blogs can be found at the following links: 

• http://chemistrychronicles.tumblr.com/ 
• http://smatthewsmarinebio.tumblr.com/
• http://stephaniehparkchemistry.tumblr.com/
• http://submarinologists.tumblr.com/ 
• http://tflstar89.wordpress.com/ 
• http://jasminnj.tumblr.com/ 
• http://chemistryinreality.tumblr.com/ 
• http://jessiewhittaker.blogspot.com/?zx=80a0680a9077d851 
• http://chemistry2013-14.tumblr.com/  
• http://aashlinthomas.blogspot.com/  

Students also used Instagram as a communication tool (like texting) as a way to give feedback, make comments and to reflect on what they have been learning. This works extremely well in Bioethical Studies, where some students may be reluctant and shy to express their opinions. One topic had 143 comments in the forty-eight minute period. Using Instagram allowed everyone to have a voice and be heard. They have also used Instagram/Webstagram to send short video when Ms. Smith has been absent to show they have been engaged, completing their work, and staying on task. Make sure you follow Ms. Smith on Twitter.

What tools and techniques are you using to go paperless in your classroom and/or school?

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Observing the Common Core Classroom

Educators across the country are grappling with the Common Core Standards and the significant changes that have come with them.  Many Districts spent the end of last year and this past summer re-writing curriculum to address the new standards while also spending a great deal of money providing needed professional development to teachers.  With upgraded curricula and the knowledge gained from trainings teachers began in earnest this past September developing lessons to implement and assess the new standards.

With all the hoopla it took me a while to realize that something was missing.  Then it hit me last week as I was conducting an observation in a 10th grade English class.  How do administrators tasked with observing teachers know what they are looking for in a Common Core classroom?   Are students being assessed on the standards to demonstrate conceptual mastery and if so how?  Where is the professional development for administrators?  These essential questions need to be addressed if we are to provide valuable feedback  to teachers we observe and evaluate.  I needed help and fast.  As I continued to ponder some of these crucial questions while scripting the lesson on my iPad I remembered a free app that I had recently downloaded from Mastery Connect.

I know what you are thinking, this is one of those sponsored posts that a company has asked me to write.  I can assure you this is not the case and that I have absolutely no connection with Mastery Connect.  Now back to my story.  Once I launched the app I was kicking myself for not using it sooner.  I was able to quickly select Grade 10 Language Arts and locate what I thought were the Common Core Standards being addressed in the lesson. The key point here is that I was pretty sure on the standards being addressed, but not one hundred percent.  What is really great about this app is that it let me select the specific standards by content area and grade level, which then displayed key ideas and details related to the standards. It even broke down the corresponding College and Career Readiness (CCR) Anchor Standard.  Now I was sure of the standards that were being addressed and the effectiveness of the lesson.  This also led to, in my opinion, a much better prepared observation write-up and a discussion with the teacher on ways that she could better assess the standards during the lesson.

In my opinion a great deal more training needs to be provided to principals on observing the Common Core classroom.  Until then, I highly recommend that any administrator download the free Mastery Connect App, which is available for iOS, Android, and Windows devices. For more resources specifically for school administrators check out the list from NICHCY.  You can also visit my Pinterest board highlighting come Common Core resources, but be advised that this is still a work in progress.  How have you prepared to observe the Common Core Classroom? What resources have you found to be helpful with this transition? 

If you want to learn more about Mastery Connect and the resources they have for teachers check out this article from Getting Smart.

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