Tag Archives: Teaching

Assignment 7: Creation and Editing Tools –Create Booklet

I have spent significant time online attempting to find the perfect (inexpensive) booklet-making application. I’ve experimented with various book creators such as SnapfishSmashwords, and Storybird. The best thing I’ve found so far is a downloadable app called Create Booklet through TheKeptPromise.

The way it works is that one can simply choose Create Booklet as part of the PDF option during printing. Unfortunately it does not make an amazing online version with beautiful imagery nor is it interactive like Storybird. However, it can help students create a booklet by the end of class. The downside is it will have to be worked on as a regular word document and it does not have the collaboration opportunity as some of the online application versions I’ve been exploring.

However, since I wanted the students to be able to print a booklet at the end of class, this is the way to go. Each topic the students pick out of the hat can be worked on individually. Everyone gets to utilize just one page and they can add an image as well.

Font and size will be stipulated in the directions of the project to make the booklet consistent and flowing.

I will hand out the assignment as A BOOKLET as a way for the students to get an idea of what the final project will look like.

Booklet instructions -Screen Shot

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Creation and Editing Tools: Book Creators -Storybird

Storybird is an application where one can make specific storybooks. The exciting thing about Storybird is that a teacher can invite the whole class as collaborators.

In my lesson plan about Diabetes, I can generate multiple topics to be covered. Each student will pick a topic by drawing it out of a hat (literally!)

1930s man's hand in top hat full of paper pulling name out of hat

I made an assignment within the application to be shared with my students, asking them to make their very own Diabetes Awareness Book/Booklet to be handed out at school during the month of November (Diabetes Awareness Month).

However, the downside with Storybird, is that one cannot upload any images. This means the students have to choose from Storybird’s library of very artful images, though not much focus on diabetes or health.

I found this to be a deal breaker as I do not quite see how I can utilize this tool connects to the content.  I am choosing a different way for my students to publish their Diabetes Awareness booklet.

Discussion #5: Discussion & Reflection Tools  

Google Forms can be utilized for testing purposes, but also to see where the students are at when it comes to comprehending the topics taught as the students can be asked to fill in various forms. One can choose different question forms such as multiple choice, text, check box, chose from a list, grid, time, and date.  This kind of forms would evaluate, monitor, test, or check the students.   If one incorporates the correct answers in the completion page, the students can check their own answers and function as an instant feedback to the students.

My “ah ha” moment was when I initially made one form, consisting of True/False questions, but realized it would not give me enough information to evaluate the students’ comprehension.

An additional similar tool would be survey monkey where the teacher can build questions to assess where the students are at academically and also utilize it as a different way to give quizzes for evaluating knowledge.

Assignment 6: Discussion & Reflection Tools

I chose to experiment with Google Forms as a way of testing/checking my students’ knowledge and understanding. At first, I utilized a True/False from Kids Health as basis for my questions. I liked how they provided a basic explanation after each question, so I referred to the web site in the final confirmation page for the students to go there to read and check over their answers after taking the quiz. I figured this was a way to get them to read through the material once more.

HERE is an example of the first quiz I made in Google Form to be utilized for testing purposes.

However, I then realized I was not really gathering enough knowledge about the students’ understanding of the topic to know where I would need to emphasize my further teaching. So I made a second form consisting of mostly short and long answers.

HERE is the second Google form that I would use instead of the first quiz.

I solely re-wrote the questions for the students to respond with longer answers, so I still included the link in the final confirmation page as a means for the students to read and check if they got their answers right.

HERE is the page they are referred to where they can read and check over their answers after completing the quiz. This helps them participate more in their own learning.

These questions in the second quiz require a higher level of participation from the students.

Assignment 5: Presentation and Remixing Tools -Glogster

After doing some research of various presentations tools, such as Prezi, HaikuDeck, Glogster, and TACKK I chose Glogster as a way for my students to make a presentation and present with.  I will also do a demonstration utilizing Globster as a tool to present the lecture to the 6th-8th grade students. The lesson plan is about Type 1 and Type 2 Diabetes.

As a teacher I will have the Glogster page open on the projector as the students enter the classroom.   I will do a quick presentation myself and go over the material on the Glogster page, explain how the endocrine system works, and discuss some of the differences between Type1 and Type 2 Diabetes. I have one video (1:05 min) supporting how the body uses insulin to break down glucose for energy and a document displaying the main differences between Type1 and Type 2 Diabetes as I speak.

Total Time:7-10min.

Students will be engaged by the assignment where they are to make their own Globster page in groups of three. I will distribute various topics, such as:

  • Research and compare the genetic components, prevalence, treatment options, and long-term effects of Type 1 and Type 2 diabetes.
  • Compare similarities and differences between the two types of diabetes.
  • Body structure and functions related to Type 1 and Type 2 diabetes and the cause of both diseases.
  • Research and compare the level of prevention between the two types of diabetes.
  • Make a treatment plan for both Type 1 and Type 2 diabetes.
  • Demonstrate how the pancreas works and how it relates to either type of diabetes.
  • Display how the various treatments will affect the pancreas, body functions, and related organs.

Total Time to Work as Groups:15-20min.

The students will present their findings as groups.

Time Presenting: 3-5 min per groups.

Here is my Glogster presentation with an idea for an assignment at the end for students to complete and present.

Type 1 and Type 2 Diabetes Glogster

Plagiarism vs. Remixing

After watching the short videos “Everything is a Remix” part 1 and part 2, by Kirby Ferguson, I’ve been reflecting on the idea of plagiarism vs. remixing. When students write papers, they are essentially finding information online, in the news, in articles, or through videos. A considerable amount of the papers are paraphrased and quoted, but it is essentially acceptable as long as it is cited correctly and credit is given where credit it due.  Even research papers and theses with literature review sections are filled with other people’s ideas or findings.

It might be frowned upon to have students’ solely write papers where they paraphrase other peoples’ statements and ideas. However, some research consists of interpreting other people’s findings. The internet consists of a multitude of incorrect information as well, and young people today need to learn to sift through the World Wide Web, to fact check and do background assessments to identify the sources for the statements they write. As stated in Everything is a Remix “creation require influence”.

The ultimate way of remixing literature is writing a literature review for a thesis. As I was writing my Literature Review about The Impact of Various Diabetes Devices -Such as Continuous Glucose Monitor, Insulin Pump, and the use of Cellphones- on Hemoglobin A1c in Youth, I must have read almost one hundred articles on the topic to narrow it down to the forty-three articles I chose to reference. I learned a whole lot on the topic of ways to lower A1c in youth by summarizing peer-reviewed articles. I think it is essential for youth to be able to utilize existing information and they need to learn early on how to use it effectively and responsibly.

Wordle Examples

I’ve been having a lot of fun with this!

 I’ve found some information form CDC on various diseases and made a Wordle of each one.  It is definitely easy to guess what disease each Worlde is assigned to, so if this were to be used in class it would have to be with younger students.

Here are some example of my Wordles:

Screen Shot 2014-10-02 at 10.30.12 AM

Screen Shot 2014-10-02 at 10.38.03 AM

Screen Shot 2014-10-02 at 10.51.30 AM

I could for example do this as an intro on our class Wiki page or class Padlet and have the students click on the picture to go to the fact sheet I would want them to read as a way of grabbing their attention.  Or they could make the Wordle from an informational sheet they find interesting and share it with the class that way for the other students to read.

References -These Wordles were taken from:

Breast Cancer: WHat You Need to Know

Lung Cancer Screening Guidelines and
Recommendations

Fact Sheet:
Health Disparities in Coronary Heart Disease and Stroke

Wordle: Diabetes Mellitus: Type 1 What Is It?

I DID IT!!!

I finally figured out how to download and un-instal Java 7 for 6 again… since there was a problem with java 7 and Mac for some reason…

Anyway, here is my Wordle pic of an informational article on Type 1 Diabetes called: Diabetes Mellitus: Type 1 What Is It? 

Screen Shot 2014-10-02 at 10.10.50 AM

So now I am curious as to how teachers can use Wordle in a Health Education setting.

How about an assignment where the students are to find information sheets form trusted pages, i.e. CDC, and plug them into Wordle.  I wonder if one can recognize what disease each Wordle pic refers to?

I also wonder, if I as a teacher can make Wordles of the various diseases we’ve been going over and have the students recognize what disease each Wordle refers to?

hmmm…I might have to try this….

Discussion 3: Acquisition & Investigation Tools -Poll Everywhere.

I chose to utilize a tool called Poll Everywhere. Poll Everywhere lets you take “live” quizzes where the students can text in their reply and the result is posted immediately on the screen. By making their own quizzes the students have to interpret and summarize the topics assign to them and reformulate the subject matter, classifying Poll Everywhere in the Revised Bloom’s Taxonomy Level: Understanding.

My a-ha moment was when I realized that apparently one cannot embed everything into a blog… so now what…

Another very interesting tool i learned about in class was Padlet.  I love that thing! It’s a website the students will collaborate on.  The students and teacher can add pictures, assignments, videos, links to reading assignments, and home work. The teacher can track who posts what so it is easy to see who does what work.  If some students do not have access to computers at home they can easily do the assignment with pen and paper and have the teacher or another student take a pic of it and then upload it.  LOVE IT!

Lesson Plan -Health Ed.: Diabetes, Poll Everywhere

Teacher: Katrine Nordstrom
Date: 9/29/14
Subject area / course / grade level: Health Education, Poll Everywhere, Diabetes Awareness, 7th grade
Materials: Computers, Poll Everywhere, Lesson books, Projector

 

TEKS/SEs:

  • 115.23. Health Education, Grades 7-8: a1-2, b2B, b3A-C, b4A-C, b8A-B, b9A-B, b12A-C,G).
Lesson objective(s):

  • Differentiate between Type 1 and Type 2 Diabetes.
  • Recognize warning signs for both types of Diabetes
  • Know what the students can do to lower their chances of getting Type 2 Diabetes.
  • Know the long-term effects of both types of Diabetes.
  • Introduce Poll Everywhere (they have already seen how it works during the introduction quiz).
  • Assess peers and provide explanations as needed.
ENGAGEMENT:

  • Start lesson with 10 questions from Poll Everywhere. (6-8 min.)
  • Students answer by texting in their responses.
  • This will also function as a quiz for the daily reading assignment.   (Evaluation of HW)
  • Students ask themselves: What are some of the similarities and differences between Type 1 and Type 2 Diabetes?
EXPLORATION:

  • Students, in groups of 4-5 people, will make their own Poll Everywhere quizzes, consisting of 5 questions.
  • Each group is assigned a focus. I.e. each group has 3-5 pages to identify key points.
  • Students will be summarizing the main concepts from their assigned pages.
  • Student will be focusing on similarities and differences between Type 1 and Type 2 Diabetes.
EXPLANATION

  • While making questions, students will determine how to best generate if “their students” have a deep understanding of the topics assigned.
  • Ask students to evaluate other students’ knowledge. They might need to inquire about more information regarding some of the short answers given in the poll, and provide explanations if some peers are wrong in their answers.
ELABORATION

  • Students will develop a deeper understanding of the topics, as they have to summarize their reading into short questions, and of course know the answers.
  • By answering the other groups’ questions (covering other topics besides their own) all the key points in the chapter will be covered by the end of class and students will check for understanding among peers.
  • Vocabulary is expected to be professional generating a sophisticated understanding of the concepts.
EVALUATION

  • Ask students how creating this poll got them thinking in a different way.
  • Ask students what was difficult developing the poll questions, and what they cannot evaluate by looking at the other students’ answers in their section. (The short quiz answers assess the peers basic knowledge of the material but do NOT illuminate if they have a deep understanding of the subject matter (i.e. how the pancreas works and details regarding diabetes treatments))
  • The students’ answers to the polls are to be used for evaluation in addition to the 10 introductory questions the teacher demonstrated. (Approximately 30-40 questions total)
  • Ask the students if they think teaching is easy.

 Example Poll

Princess Sassy Pants & Co.

Follow Your Heart's Calling

Very Light, No Sugar

Because I talk diabetes the same way I take my coffee.

I Am A Type 1 Diabetic

Balancing Life While Living with Type One Diabetes

divergentEDU

Education does not have finite limits.

Edu-Techopia

Taking apart the edu-technology revolution

goodbooksandgreathooks

"One book, one pen, one child, and one teacher can change the world." -Malala Yousafzai

Educational Technology in the Classroom & Type 1 Diabetes

Utilizing Educational Technology to Educate about Type 1 Diabetes.

The Daily Post

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