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Too Cool for Middle School: 4 Interactive Tools for the Classroom
- 1. Too cool for Middle School: 4 interactive tools for the classroom Caroline Dollins, M.A.T.
- 2. Introduction • B.A in English from JMU • M.A.T in Secondary Education from JMU • Currently working on Library Science endorsement at ODU • Recent hire at Coronado High School
- 4. Thinglink
- 5. How can I incorporate Thinglink into the curriculum? Standard Instructional Idea English 6.6 b) Use prior knowledge and build additional background knowledge as context for new learning. (Teacher) Use Thinglink to share information about specific place or time period Social Studies WHI.3 The student will demonstrate knowledge of ancient river valley civilizations . . . (Student) Create Thinglink to share information with classmates about assigned civilization Mathematics G.13 The student will use formulas for surface area and volume of three- dimensional objects to solve real-world problems. (Student) Create Thinglink that shows real- world applications Science LS.2 The student will investigate and understand that all living things are composed of cells. (Teacher) Create Thinglinks that compare/contrast animal cells and plant cells
- 6. What’s great and not-so great about Thinglink? AND
- 8. How can I incorporate blabberize into the curriculum? Standard Instructional Idea English 7.5 a) Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict. (Students) Create Blabberize explaining character motivation, thoughts, emotions, etc. Social Studies USII.3 c) [describe] the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass. (Students) Create Blabberize giving the biography or explaining the political perspective of historical figure Math 7.4 The student will solve single-step and multistep practical problems, using proportional reasoning. (Students) Create Blabberize giving step-by- step explanation of how to solve a problem(s) Science LS.8 The student will investigate… a) the relationships among producers, consumers, and decomposers in food webs; (Students) Create Blabberize using image of animal/plant that describes its place in the food chain
- 9. What’s great and not-so great about Blabberize? AND
- 10. Piktochart
- 11. How can I incorporate Piktochart into the curriculum? Standard Instructional Idea English 8.3 The student will analyze, develop, and produce creative or informational media messages. (Students) Create a Piktochart infographic that serves as a public service announcement Social Studies CE.1 f) identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision- making model (Students) Create a Piktochart infographic that outlines a problem in the community and proposes a solution (i.e. infrastructure of the local highway system) Mathematics 7.12 The student will represent relationships with tables, graphs, rules, and words. (Students) Create a Piktochart infographic expressing the cause and effect relationship of hours spent on extracurricular activities and academic performance Science ES.1 The student will plan and conduct investigations in which c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and interpreted (Students) Create a piktochart infographic that expresses the results of a student- developed experiment measuring the pollution level of a nearby waterway
- 12. What’s Great and not-so great about Piktochart? AND
- 13. Booktrack classroom Watch Video Open Clipart Vectors. Heaphones. Retrieved from https://pixabay.com/p-159569/?no_redirect CC0
- 14. How can I incorporate booktrack into the curriculum? Standard Instructional Ideas English 7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion. (Student) Compose a narrative story using auditory elements to engage readers Social Studies WHI.9 The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) . . . (Student) Compose a narrative describing life in the Middle Ages using audio elements that relate to the time period Mathematics 7.9 The student will investigate and describe the difference between the experimental probability and theoretical probability of an event. (Student) Compose a narrative explaining the probability of an event and select an accompanying soundtrack (i.e. the probability of winning a carnival game) Science LS.4 The student will investigate and understand how organisms can be classified d) the characteristics that define a species. (Teacher) Create an auditory guide of the distinct calls made by various bird species
- 15. What’s great and not-so great about booktrack? AND
- 16. Any questions?
- 17. References Blabberize. (2010). Retrieved from http://blabberize.com Booktrack Classroom. (n.d.). Retrieved from https://www.booktrackclassroom.com/content/intro Piktochart. (2015). Retrieved from http://piktochart.com Thinglink. (n.d.). Retrieved from https://www.thinglink.com Virginia Department of Education. (2012). Mathematics Standards of Learning. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/ Virginia Department of Education. (2012). Standards of Learning Documents for English. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/english/ Virginia Department of Education. (2012). Standards of Learning Documents for History & Social Science. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/ Virginia Department of Education. (2012). Standards of Learning Documents for Science. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/science/
Editor's Notes
- Slide 1: 30 seconds Hello, my name is Caroline Dollins, and I want to welcome you to my session, “Too Cool for Middle School: 4 Interactive Tools for the Classroom.”
- Slide 2: 1 minute Just so you have a little background information about my experience, I earned both a Bachelors Degree in English and Masters Degree in Teaching from James Madison University. My certification is for grades 6-12, and I have a passion for teaching young adults. Right after graduation, I decided I wanted to find a library science program, and I was lucky to find an online program through Old Dominion University. This program was perfect for me since my husband is in the military, and we are currently living in Texas. I am finishing up my coursework at ODU this Fall, and I recently just got hired as a librarian on a provisional license at Coronado High School in El Paso, Texas.
- Slide 3: 30 seconds In this session, I will be introducing the tools Blabberize, Thinglink, Piktochart, and Booktrack Classroom. While I will not be giving step-by-step instructions on how to use the tools, you will be getting a good idea of what these tools require in terms of time and skill level. I will mostly be focusing on how these tools can be used in the classroom, and you will be given 4 instructional ideas per tool.
- Slide 4: 2 minutes Thinglink is a presentation tool that allows users to embed information into a pre-selected image. Users simply upload the image they want to use, and then add resources to the image using the left side of the screen. These embedded resources show up as dots on the image that can be clicked on and that will link users to an external website. These websites can be Youtube videos, other images, research sites, homepages . . . Really anything you want! You can also embed documents and original products if they are first uploaded to a sharing site such as Google Drive. As you can see in the example on the screen, I created a Thinglink image to help students engage with the novel I am Malala. I wanted to give students a resource that will help them get excited about the book and which would allow them to engage with the story and text apart from literary analysis. So, for my embedded resources, I included a link to the trailer of the movie adaptation of this book being released in October, a video of Malala’s interview with Jon Stewart on The Daily Show, links to Malala’s Twitter account and Facebook page, a book review of the novel, a link to Amazon where students can purchase the books, and a site that gives a list of powerful, thought-provoking quotes from Malala. All students have to do is hover the cursor over the dots to see what is embedded, and then they can click on whichever dot they want to view.
- Slide 5: 5 minutes There are countless ways Thinglink can be incorporated into the curriculum, but I have come up with a possible curricular connection for each of the four core content areas. For English, teachers can create Thinglinks to use prior to reading a novel. These Thinglinks can provide background information about the place or time period in which the novel is set. Going back to the novel I am Malala, a teacher could create a Thinglink that has videos and websites that will teach students about the Middle East and what type of culture Malala experienced in Pakistan. This activity would provide instruction towards standard 6.6.b. In social studies classes, students could be the ones creating Thinglinks, and they could choose resources that would teach their peers about an ancient civilization, such as those of Mesopotamia, China, or Egypt. Students would be assigned a civilization to research and would work in groups to find resources that they could present to their peers. This activity would help students meet standard WHI.3. In Math, students could create a Thinglink that shows real-world application of some mathematical principle or equation. For example, students could create a Thinglink devoted to showing how architects must consider the surface area and volume of tanks when designing an aquarium or other building. This activity would help students meet standard G.13. And finally, in Science classes, a teacher could create two Thinglinks for students to explore. One Thinglink could focus on animal cells while the other focused on plant cells. Students could visualize the difference between the two through images, could see how they work through videos, and could read about them on various websites all while meeting standard LS.2.
- Slide 6: 3 minutes Like any tool, Thinglink has some very useful and effective features, but it also has some limitations. I like to begin with the limitations so we can leave Thinglink on a positive note. First, Thinglink does not have any spots to put annotations or other kinds of notes or writing. As a teacher, I like to be able to include some guidance, descriptions, or directions on assignments and presentations, and Thinglink does lack in this department. Also, when sharing a document via Google Drive, Thinglink does not provide a preview of the resource like it does when scrolling over the dots embedded with resources right from the Internet. Instead, the “preview” just shows the Google sign in page. Now on to some positives! Thinglink is very easy to navigate and to learn how to use. It also takes no time at all to create the images. Once I found the resources I wanted to use for my I am Malala Thinglink, it took me about five minutes to embed the resources and write the descriptions. I also like how Thinglink gives educators a space to collect a variety of types of media: videos, interviews, images, text can all be used and collected together. And finally, Thinglink gives students a chance to learn material in a visual, very interactive way.
- Slide 7: 2 minutes The next tool I want to introduce is Blabberize. Blabberize allows users to add audio to their own personal photographs or to pictures they have downloaded from the Internet. In order to add the audio, users upload the desired picture, click on the mouth of the person or animal, resize the selection box so that it fits perfectly around the shape of the mouth, and then add sound. The result is a talking image! As you can see, I used my own photograph— a picture of my cat, Leah, when she was sitting under our Christmas tree. Since this clip is so short, I want to actually show you my example so you get a better idea of how finished Blabberize image looks. (shows example)
- Side 8: 5 minutes Here are some ideas I came up with for incorporating Blabberize into the curriculum. For English, students could choose an image that represents a character in a novel. Once the image has been chosen, students could then add audio from the character’s point of view and using the character’s voice. He/she could explain what he/she was thinking during a certain plot point, what his/her next actions will be, what his/her motivations were for doing something, what they have learned or gained from certain experiences. This activity would allow students to analyze and engage with characterization and character development in a text which meets standard 7.5a. For social studies, students could use an image of a historical figure and, again, using the voice of the figure, give an autobiographical account of the person’s life. Students could also take on the role of the historical figure and argue for his/her political views as the historical figure would have done. An activity like this would help students reach standard USII.3c. In math classes, students could create a Blabberize giving step-by-step instructions on how to solve a certain problem. Students could choose a fun image— maybe an image of a celebrity— to use for the Blabberize which would make these problem-solving explanations more engaging and would help student meet standard 7.4. And in Science classes, students could choose or be assigned an animal or plant, and then using an image of that animal or plant, could describe their spot in the food web in order to meet standard LS.8.
- Slide 9: 3 minutes Again, I am going to start with the limitations of Blabberize. In order to use this tool, students will need access to a microphone. This microphone can be on the computer or on a mobile device, but all students might not have access to a microphone. It also could be challenging finding quiet spaces for students to record their audio, especially if the entire class is creating a Blabberize image at the same time. Another limitation is that students need to enter their email address to create an account before they can use the tool. Some students might not have a personal email address or they might not want to/be allowed to sign up for online accounts using the email address. One great thing about Blabberize is its ability to give students a voice. Students are able to record audio using their own voice to ensure that their thoughts and understandings are heard. Teachers will gain and accurate account of each student’s understanding of the content material and can give individual feedback. Some students who might not be strong in written communication, such as ELL students or students who are below grade level, will still be able to express their knowledge. Blabberize will also be really engaging to students as they enjoy seeing images talk and watching the animated mouth open and close.
- Slide 10: 2 minutes Piktochart is a presentation tool allowing users to create infographics that present facts, statistics, announcements, or any other pieces of information. Piktochart has a series of templates from which users can choose and modify, or they can start from scratch. There are also clip art-type images and symbols available for use, or users can upload their own images. For my example, I created an infographic about Clean the Bay Day 2015. The infographic presents information about what Clean the Bay Day is, statistics about the importance of the Chesapeake Bay to human recreation and to the well-being of plants and animals, and statistics about the success of the 2014 Clean the Bay Day. The infographic also give information about how to sign up to be part of the initiative.
- Slide 11: 5 minutes One way Piktochart can be used in English classes is by having students create public service announcements through the use of statistics, facts, and images. Students might consider creating an inforgraphic about the damage throwing cigarette butts on the ground causes to the local waterways, or they could create an infographic about leaving pets outside on hot days. Students will use Piktochart to create these inforgraphics that can be used as flyers and which will help students need standard 8.3. In social studies classes, students could be placed in groups and given a scenario for which they must come up with a solution and potential budget. For instance, one group of students might be given a scenario involving the highway infrastructure of their local community. Students could communicate the problem, propose a solution, and weigh costs and benefits all on a piktochart infographic. An activity such as this one would help students meet standard CE.1f. In math classes, students could use piktochart to convey the cause and effect relationship between two variables. As an example, students might want to explore the relationship between the amount of hours a student spends on extracurricular activites and that student’s academic performance. Students can display the relationships via charts and graphs on an inforgraphic while meeting standard 7.12. And finally, in science classes, students can also use charts and graphs on an infographic to display the results of a student-developed experiment. Students could track the pollution level in a nearby waterway over a period of time and see what types of pollutants are found in the water, for example, and an activity such as this would help student meet standard ES.1c.
- Slide 12: 3 minutes There is a little bit of a learning curve when using Piktochart. While the site is fairly easy to navigate, the site is sensitive to movements, and users might accidentally click on and move textboxes, images, and shapes that they did not mean to move. There is also a frequent black screen pop-up with the message “click to select box” that can be distracting. If used in the classroom, students will need an appropriate amount of time to get a hang of using the site and could benefit from some practice time. On the other hand, Piktochart is great for giving students the opportunity to present information in a creative way and as an alternative to a poster, essay, or lab report. Students can use images, fun backgrounds, symbols, and various fonts and colors to easily present information. Students can either start from scratch, or those who are design-challenged can use available templates. Piktochart is also free for many of the features; however, there are some additional costs for various features that users need to be on the lookout for. I also want to point out, that teachers can create Piktocharts in order to give students information about upcoming assignments, field trips, events, test, etc. These inforgraphics will be more engaging than regular worksheets or letters and might end up somewhere other than at the bottom on a bookbag!
- Slide 13: 2 minutes With Booktrack Classroom, readers can enjoy preloaded books that have layers of music, sounds, and animated noises to accompany the text. For example, while reading a novel in which the author is describing a peaceful, summer night spent at the river, the Booktrack soundtrack might include noises of crickets chirping or of the soft flow of the water. Furthermore, users can also write their own stories and add accompanying sounds. I do not have a personally-created example using Booktrack Classroom, so I would love for us to watch the short introductory video incluced on the Booktrack Classroom homepage. (Show Video).
- Slide 14: 5 minutes Although Booktrack Classroom might seem like a tool that can only be used in English classrooms, there are ways to incorporate this tool into the curriculum of every content area. Let’s start with English. In English classes, students can practice and engage with narrative writing. Students could be given a simple prompt, such as “Describe a time when you were happy,” and students would then begin writing and putting together a soundtrack to accompany their text. The music, noises, and audio clips will allow students to engage with their writing on a deeper level and will help them develop imagery in their writing. Does my writing produce the same images the music produces? Students will meet standard 7.7 through use of this tool. In social studies classes, students can also practice their writing skills by composing narrative describing life in the Middle Ages, or during any other time period. Students can search for accompany sounds and clips that are relevant to the Middle Ages and which help create a full overview of life during 500-1000 A.D. This acitivty would help students meet standard WHI.9 Writing also has a place in math classrooms. Students studying probability can compose a narrative describing the probability of an event happening. Students can set the scene by describing where the event might take place and what types of noises/sounds might be found there. For example, if a student is going to describe the probability of winning the ring toss game at a carnival, he/she might want to look for sounds of laughter, noises that sounds as if they could be coming from a ride, or other carnival noises. An activity such as this one would help students meet standard 7.9. Finally, in science, teachers can use Booktrack classroom to create instructional materials for student use. During a unit on bird species, for example, a teacher could create a guide to the characteristics of various species and can include sound elements— what does the bird’s call sound like? What does the bird sound like when it is trying to attract a mate? This use of Booktrack would help students meet standard LS.4.
- Slide 15: 3 minutes Booktrack Classroom really does not have many limitations! It is such a great tool. One thing to consider, however, is that every student will need a device and headphones in order for a whole class to engage with this tool at the same time. If students are working on a lengthy narrative piece, the teacher will need to reserve the laptops and headphones for several days in a row. With Booktrack, readers will be more immersed in the story and will be able to imagine and picture the story in their minds using multiple senses. Because of this feature, Booktrack might help struggling readers or ELL students. The music and sounds associated with the text will help readers form a better idea of what is happening in the story, and it can help students analyze the tone of texts that might otherwise be difficult to determine. The sounds can also help ELL students use context clues and background knowledge to figure out what certain words mean or to contextualize the story’s plot points. With Booktrack, students also have the ability to write their own stories and to attach sounds and music to their own words. Such a tool can help emerging writers create descriptive, imagery-filled stories that spark readers’ imaginations. How can a student better describe an experience they had or the results of an experiment? What music or noises could capture the feelings, tone, and atmosphere that went along with that experience? How can a writer express the personality of a character, and what music might express the feelings associated with the characterization? These are some questions students can ask themselves as they are writing, and Booktrack can give students a new perspective on their writing.
- Slide 16: 5 minutes I would love to take just a few minutes and answer any questions you might have about the tools I have just shared with you and how they can be used in the classroom.
- References