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Teaching with iPads at an independent high school

Teaching with iPads at an independent high school

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  • 1. Keep Calm & Read On (iPads)Dr James Forman, Buckley School, CATE Feb. 2013
  • 2. Interactive SessionLet’s Collaborate .Questions/Comments alongthe wayI’ll ask you questionsStop and talk to a neighborQ & A Discussionafterwards
  • 3. Show of Hands 1. Classroom teachers?Survey 2. Administrators ? Chairs? Teacher Leaders? 3. Lower School? Middle School? High School? College? 4. Using iPads currently? 5. Using tablets, devices, laptops? 6. Internet use restricted by filters? 7. Cell phones allowed? 8. Other technologies?
  • 4. About me• 6th-12th Dept. Chair• Taught 9th, 11th, 12th, AP Lit, Chem.• Taught in Peace Corps in Nepal• Attend NCTE, CEL, CATE, CUE, CAIS• Read Kittle, Burke, Gallagher, Jago• Classroom as Experiment/Lab• Shifting from Teacher-Centered
  • 5. My hunches• Tech can help student learning• iPads help reluctant readers• iPads take time & effort• The highest priority is…?
  • 6. Today’s Talk A. My Story with iPads & Adopting them B. ‘Readicide’ at Buckley vs. College C. Discovering apps and the iPad D. More Choice? Sustained Silent Reading? E. Blogging, Acting, Projects with iPads F. Discussion/Q & A
  • 7. Students reading oniPads
  • 8. My iPad story • My First Response: “No” • Tried to Convince Others • May 2012 = Decision Day • Pilot Program Only • 12th English, History, Math, AP Bio, AP Art History • Only Vision: Textbooks • Heavy Backpacks lighten • Got Training?
  • 9. From Twitter@edudemic• If you get $2,000 for tech, spend $1,000 on devices and $1,000 on teacher training.• If you give traditional teachers iPads but not training, they’ll teach traditionally, standing at the front of the class with the device as a glorified textbook.
  • 10. At first, just atextbookLighter backpacksPaperless Classroom
  • 11. iPad Pilot programMy Story Buckley tuition credit = Parents purchase Textbooks only. No grand vision. No expert training High-Tech sounds good
  • 12. Reading in my classroomAll iPads all the time; All our texts on iPadsAir Server projects my iPad onto the wallDifficulty Annotating on iPads
  • 13. Goal: use Tech  TeachClose reading: attention to language, wordconnotations, styleStrategies for Comprehending dense, complex textsClass discussion: look back at the textRead between the lines: infer, detect ironic toneRead Austen, Shakespeare, Conrad, FreudRead to write: struggle to express ones analysis
  • 14. (iPads)Reading on iPad My evolving ideas about iPads Pilot Program for Senior English NCTE 2012-Conference on English Leadership (CEL) Reluctant Readers = College-bound Seniors
  • 15. Tech vs. Teaching?Technology v. Pedagogy Who’s the Master?Not about device, about readingAnnotating on iPadsTech hasslesDistraction Device
  • 16. Learn to love iPadsTime and EffortEvolution of my teaching with iPadsTime and Effort (lots of both!)PatienceChallenges my tried and true methods
  • 17. Teachers need:patience-time-trainingEnhance your curriculum through technology
  • 18. What actually happened• Fewer pages per night• Hard to annotate• Shakespeare texts not correct• Air Server unreliable• Teachers under-prepared• Students positive (at first)• Teacher regret
  • 19. How we’re progressing• Remind me why we got iPads?• Prep, Grade, then Troubleshoot?• Move beyond textbooks – Apps – Subtext – Upload PDF’s – iPad Functions
  • 20. Which platform to choose?• KNO• iBooks (iTunes)• Subtext• Adobe Reader• Evernote• iTunes U
  • 21. Hamlet Right Justified
  • 22. Hamlet properly indented
  • 23. Resistance to iPadsStudent newspaperParent resistanceTeacher resistance
  • 24. Resistance: 20-50-30 rule• 20% enthusiasts, 50% will go along, 30% resist “The conviction of an advocate, even a powerful one, inspires resistance if it simply dismisses the inevitable dilemmas of implementation. … It is not that innovators should not have deep convictions but rather that they must be open to the realities of others.” – The Human Side of School Change (Robert Evans, 2001)
  • 25. Resistance• Student resistance to annotating – Inaccurate, takes more time – Stylus helps• Reduce amount of reading homework
  • 26. Turn & DiscussResistanceShare an initiative or technology in whichyour school faced resistance.
  • 27. Lead from the bottom up• Not enough authority – (No authority over budget, over committees, over meetings, over programs)• Borrow authority (to convene meetings)• Allies at the top: principal, asst. head, others
  • 28. Lead from the bottom up• Lead by example• Persuade others• Converse with early adopters in History, Foreign Language, Theater• Bring in the lower school
  • 29. Start Somewhere• Set up a Voluntary Faculty iPad Club – Meets after school on Fridays! – People actually come!• Make allies in technology dept.• Enlist the students’ help• Work out how to use your own curriculum with the iPad
  • 30. Enlist Students• Surveys and Feedback – Frequent written feedback• Ask for Patience• Reassure them – Despite my panic!• Tech savvy kids help me out
  • 31. Students teach Students• How to annotate on iPads• How to highlight in colors• How to use sticky notes• How to use look up definitions• How to load books on KNO, iBooks, or Subtext• How to use bookmarks• How to push my annotations to their ebooks• How to use MyJournal to view notes
  • 32. iPad Program Speed Bumps DISTRACTION DEVICE on every desk!
  • 33. Students on distraction “Students nowadays simply do not have the patients to finish a novel. Students neglect their text and resort to faster, easier methods of reading (watching the movie).”
  • 34. TOO MUCH TECH!• LCD screen and volume controls• Media player to play audio recording of Hamlet• New “Walltalker” with electronic pens• Air Server to project my iPad• KNO open on my iPad• KNO.com on laptop (in case Air Server stops)
  • 35. Air Server projects youriPad onto the screen(but sometimes it’s “buggy”)
  • 36. Air ServerProjects iPad image on LCD screen
  • 37. Complexity in ReadingCommon Core: ComplexityMake sense of difficult textEnter the text thinkingReading = getting meaningModel reading aloud
  • 38. Too much Text Complexity in Senior English?Conrad: Longparagraphs, sentencestructure, manyadjectives, ironic toneof Marlow as narrator,Freud: translated,long sentences,difficult subject,extreme views ofhuman nature(allowing students toquestion text)
  • 39. Too much complexity?
  • 40. Keep Calm as We Read on iPads! Compare reluctant high school readers with college readers Is there anything I can do in 9 months? Can iPads help?
  • 41. My last assignment: email from college“I love ucla but as we were warned last year thebiggest difference from high school is definitely thereading load. For anthro and interracial dynamics theyassign about two hundred pages a weekfor reading for each class and you prettymuch have to have the reading done by the beginningof the week. Some of the reading is very dense but Iam getting the hang of it now.”
  • 42. from NYU“We had to read and sort through (too) many works,but the main focus of the essay was on "TheOdyssey." Were now reading "The Aeneid," have (re)-read "Antigone," and have read a solid amount of Plato("The Cave," "Apology," "Symposium,“"Phaedo"). Honestly, the exercises we had done inclass last year really prepared me for college. By this Iespecially mean time-management/skim-readingexercises. There is about 60 pages of reading or soevery other night, which makes it kinda ridiculousto actually read through everything.”
  • 43. from USCUndeniably, your class definitely prepared me for all of this! A few things to share with your current seniors- Its true... THERE IS A TON OF READING IN COLLEGE
  • 44. from Sarah Lawrence“Democracy and Diversity has by far the heaviestreading load with roughly 100-200 pages aweek, then philosophy at about 100 and television atabout 50 plus three-hour-long screenings twice aweek.” 
  • 45. from Westpoint“The reading load here isnt nearly as bad as it is inother colleges. I get maybe 50-60 pages a nightwhich is a breeze considering were given a 3 hourmandatory study period where were forced to do hwwith no music and no distractions.”
  • 46. from Carleton College“This term I only have 1 humanities class which ison average 60-100 pages in between classperiods which meets Tuesdays and Thursdays. Itis my 5th week here and I’ve already read TheAnalects of Confucius, Laozi, and the Daodejing.Aside from Chinese religion, biology readingvaries from 4-50 pages.” 
  • 47. College-bound, Non-AP, reluctantMy seniors don’t readersread (much) Readicide through technology Screen-induced Attention Deficit Challenging texts: Hamlet, Heart of Darkness, Freud, Pride and Prejudice Can I make a last-ditch difference? Silent Reading on iPads?
  • 48. How Schools Are Killing Reading Kelly Gallagher “Shouldnt schools be the place“I am not simply teaching the where students interact withreading; I am teaching the reader.” interesting books?”
  • 49. Readicide at Buckley Non-reader or Reluctant Reader? • “I tend to skim books. I like to read dialogue and not the sub text. I read 50 Shades of Gray this summer and couldn’t finish it. I am too accustomed to being on my phone and computer to sit down and read.”
  • 50. Reluctant Readers?
  • 51. (what my current seniors say)“In high school I only read books “When I was younger, reading wasthat are required. I did not really something I did constantly and aslike any of them, but I still read the years have gone by I havethem anyway.” stopped.”
  • 52. My students say:My mom is an addicted When it comes toromance novel reader. . school reading, I. I just don’t find it as tend to blow it offcompelling as doing and just cliff noteother activities such asplaying sports, being chapter summaries,with friends, or going but as of late I haveto the movies. started to read and thoroughly enjoy it.
  • 53.  I lack real ambition to begin About the time I enteredbooks, but once I get startedI really enjoy them high school I stopped reading on my own. I found most of the books for school uninteresting. In high school, I lost myinterest for reading andhonestly haven’t read a  non-school book for areally long time..
  • 54. seniors“I would not read any “I’ve been a verybooks the school gave discriminatingout. This summer I reader. I like veryinterned at a talent few authors and haveagency and read 22 a non-existentscripts. Thanks to tolerance for lengthythis, I’ve started expositions.”reading more.”
  • 55. seniors“Starting in middle “I like stories. Myschool, my love for problem is that Ilearning started to have to translatediminish. I was books from Englishsurrounded by the to the language offun games on the my brain: words’sinternet and instant ideas. I will probablymessaging. . . It move to audio books.”saddens me.”
  • 56. Turn and DiscussReluctant ReadersYour experience with reluctant readers
  • 57. Can iPads help non-readers?Outside of school, I don’t really read.But I have realized when the iPadreads to me and I follow along itmakes things more enjoyable. “I used to read comic books. I have never really enjoyed reading novels in English class but I am able to make myself if I have to. I enjoy reading on the iPad more than physical books.”
  • 58. Can iPads help non-readers? “Ive come to enjoy reading a bit more all thanks to the iPad. I would get so bored and lost in a text but somehow reading on the iPad helps me find my place in the book . . . it has allowed me to enjoy reading again and hopefully even make it a hobby of mine!”
  • 59. Can iPads help non-readers? “Freshmen year through junior year I did not read that much. However once the iPad was introduced to us I began to read much more. I use apps to have the text read to me. Making it much easier to follow along and making it easier to understand and making the story more enjoyable. Also I feel more prepared for in-class discussion because of it.”
  • 60. Read Silently oniPads forREADING STAMINASacrifice class time for readingVisual and AuditoryFocus student attention in classAt home, it’s harderBuilding reading habits
  • 61. Listening and Readingon iPads
  • 62. Listening and Readingon iPads
  • 63. Read On (iPads)Buckley Senior Listening andReading on iPad Dual modes: listening & seeing SSR in class Only Quiet time to read
  • 64. PEW on Ebooks
  • 65. Book Love Helps kids love books It’s never too late to get studentsHow to get students to love reading! reading.
  • 66. Class Reading TimeClass reading time
  • 67. ChoiceIf I began to read Assigned texts taintenjoyable books I the image of readingwould build my reading in eyes of students."stamina." I would like to However, if studentsbe assigned books that were allowed toI get to choose. choose a book they want to read that falls  within certain guidelines students would enjoy reading again.
  • 68. Reading for PleasureI think that finding a Facebook isbook that you enjoy currently divertingand starting with our attention fromjust reading for learning to currentpleasure will help events in our friends’when reading for lives. One quick fix isschool. I think to the implementationreally get into of self assignedreading for school reading.you have to enjoy itfirst.
  • 69. Sustained Silent ReadingThe silent reading we I think this Englishhave been doing in class is helping meclass has been very prepare for collegebeneficial. Its the because we read everyperfect opportunity to week and even if thesit in a quiet room and book is boring orjust read—it gets uninteresting to me, ieasier. You dont am still forced to read.necessarily have to like I think we should also dowhat youre reading, self-assigned reading.you just have topretend like you do.
  • 70. Turn and DiscussReading on DevicesYour experience with Students reading onany device (or you)
  • 71. Jim Burke: using iPadsTwitter screen shots of iPad Follow @englishcomp
  • 72. “So, when the bold move toinvest in iPads for eachstudent in our high schoolmaterialized two weeks ago, Ifound myself in that familiarplace of excitement combinedwith uncertainty as we’refinding our waytogether, understanding howdaily technology influencesour learning.” ~ Sarah Brown Wessling Teaching Channel
  • 73. Best Practice, 4 ed. (BP4) th Zemelman, Smokey Daniels, Hyde
  • 74. ReadingGive kids choiceNonfiction (Common Core)Make sense of difficult textEnter the text thinkingModel reading aloud
  • 75. Best Practice in Reading"Writing powerfully promotes ability in reading"Assess reading authenticallyReading in Science, Social Studies, and OtherSubjects (CCS)Fewer textbooks, fiction and nonfiction, primarysources, and web contentDig deeper into a smaller number of topicsCreate time for free voluntary reading
  • 76. Read aloud Reading (BP4)Time for independent reading with choiceBalance easy and hard booksActivate prior knowledgeSocial collaboration: discussion/interactionWrite before and after readingEvaluate holistic, higher-order thinking (not facts)Establish habits, attitudes, comprehension
  • 77. Smart Boards (BP4)information, images,videos, directionsarticles, stories, orinternet, imagesTeacher-controlled,front-of-the-roomdevice
  • 78. iPads (BP4)Not centralized, not teacher-controlledKids scatter throughout the roomKids pursue own learning, conduct research, developreportsKid-driven devicesContent-consuming deviceContent-generating deviceBlogs, videos, photos, keynote presentations,
  • 79. What else can iPadsdo? Audio Video AppsNot just a text readerSo many apps
  • 80. Subtext App"Reading together is better"Social activityShared text with shared annotationsDiscussions in the marginsNot buggy (like KNO)Teacher can monitor all student reading andcommentsMostly free or discounted books
  • 81. Subtext App on iPadReading is a socialactivityAnnotating togetherConversations in themargins
  • 82. See Student ActivityList of studentsreading textPhotosNo. pages/minNo. word look upsNo. comments
  • 83. Subtext Group BookshelfAll books displayedTap to readSome samplechaptersKids choice for smallbook clubsKids notes displayedfor teacher
  • 84. Subtext DiscussionsSocial back and forthconversations
  • 85. “Subtext is GameChanger”
  • 86. Groups Acting TextsDesign project-basedactive assignmentsiPad as textiPad as video cameraCritical ThinkingDiscuss & DeliberatePerform & Present
  • 87. Acting Hamlet withiPads
  • 88. First, listen to theteacherThen go off on your own
  • 89. Follow instructions
  • 90. Director’s conference
  • 91. Student Learningwithout a teacher.
  • 92. Let’s collaborateHow do we perform these lines?
  • 93. A teacher learns. . .To trust his students!
  • 94. Action!
  • 95. CinematographyOn the fly!
  • 96. Turn & Talk aboutProject LearningWhat works in your experience?
  • 97. Blogging with iPads
  • 98. Blog• Every student creates a blog – (blogspot, Edmodo, kidblog, Weebly)• Add instructor as co-author• Student chooses design• Daily homework on blogs• In-class exercises on blogs
  • 99. Blog Cycle• Class discussion  • Continue the discussion on the blog • Open blogs in class the next day  • Continue the discussion from yesterday =• Sustained focus + development of ideas
  • 100. Blog• “Does grammar count?”• “I cant spell.”• Informal writing = journaling• “We must assign more writing than we can grade or even read.” ~Jago
  • 101. Blog• Open blogs at start of class• Skim read blogs• Students summarize their blogs• Date and time stamp on every post• Glaring errors seen by class
  • 102. Blog• Easy to give credit in grade book, daily or weekly• Tabs across the top• “Working On” tab
  • 103. “What anachronism?”
  • 104. Discussion / Q & A• Those who have used iPads?• Only one iPad per classroom?• iPad cart?• What barriers do you face?• What do you see as the advantages?
  • 105. Who do you follow on Twitter?@Skrashen (Steve Krashen)@donalynbooks (Donalyn Miller)@edutopia@PennyKittle@englishcomp (Jim Burke)@CarolJago@KellyGToGo (Kelly Gallagher)@DrForman (me!)
  • 106. Contact me• jforman@buckleyla.org My email• http://gladlyteach.org My tech blog• http://collegethreshold.blogspot.com My Class blog• @DrForman My Twitter
  • 107. Read Leaders in English• Read Carol Jago, Kelly Gallagher, Penny Kittle, Jim Burke, Nancy Atwell, Kylene Beers• Read not just tech, but pedagogy
  • 108. California EnglishCATE resource Carol Jago
  • 109. Thank you!