On to my fourth session – I find that I need to spend two hours at each session to get a sense of what is going on. I find I am very interested in any app that allows direct communication between home and school. Here is one project created for Mother’s Day in the kindergarten class using Explain Everything. The explanation on how to set up the lesson is explained here. This app is the most difficult to learn, but you can use it right up to grade 12. Angie suggested going to the web site to view the tutorials.
It’s time to shift the learning from a consumption model to a creating model. Come and spend the day exploring and learning about creation apps. You will have time to create something of your own. Together we will share the best creating apps and the way they are used effectively in classrooms. Create something you have been putting off. Work independently, with a partner or in a group and create an ebook, an audio file, a movie, a screen cast or any other type of text.
In the morning, we will have the opportunity to Skype with one of the app developer of My Story. We will be able to ask direct questions to the developer and discuss their latest update on their app My Story 2.0 Together we can have rich dialogue about ways to infuse our classrooms with creating tools.
In the afternoon, we have tentatively booked a Skype call with the app developer of Explain Everything. You will be able to ask questions directly and discuss their app.
This session is intended as a time to learn and create together. You can suggest apps to explore or spend time using an app that you haven’t had time to master. This time is for you to cocreate and learn alongside others. Bring your own device if possible. We will brainstorm ways creation apps can be used across the curriculum and the grade levels.
Come for the day or join in for a short time. It’s up to you. Make the most of your time, share, create and learn.
Check out the list of other resources at the bottom of this page.
I’m looking forward to spending some time creating with you.
teach through problem-solving all the time – this is the place to start. Students always work in partners, try to make the partnerships ‘risk-taking pairs’ every student will talk within the first five minutes of class
The structure of MaryKay’s math lesson
give students 15 minutes to work on the problem then their work is posted. While they are working, the teacher is moving around taking pictures. If a student asks a question, the teacher asks another question based on the monograph Asking Effective Questions. These pictures are taken with the iPhone or Educreations. MaryKay can also annotate the picture and record the student’s reasoning.
Consolidation – share (what is the same , what is different in the students’ work) 10 minutes, highlight – anchor charts constructed based on the good work that they have done.
Last part independant practice – a similar problem
pictures go into Evernote @student name goes directly to their folder. Also take pictures of the anchor charts to the teacher’s folder.
Use educreations (app iPad only)
allows teacher to record the student work, showing their work, justifying their work (audio function)
the file can then be sent to evernote or the student or the parent
in evernote – make a notebook for every child, take a picture, start typing evernote in the To box – the picture will go to evernote in he subject line put the name of the notebook – every child has a notebook ie. @stacey
and finally…her are MaryKay’s notes and links
The Sum of the Parts
Constructing and Capturing Conceptual Understanding in Mathematics
How do I create a situation in which Grade 2 students can tinker and begin to construct an understanding of addition with regrouping?
How do I help a Grade 6 student determine, through investigation using a variety of tools and strategies, the relationship between the area of a rectangle and the area of parallelograms and triangles?
How do I allow Grade 8 students to determine, for themselves, the relationships among area, perimeter, corresponding side lengths and corresponding angles of similar shapes?
How the heck can I use Cuisenaire Rods in my classroom?
When students use physical objects/math manipulatives to construct and articulate an understanding of a math concept, how can I capture this information so that I can access it long after the manipulatives are put away?
Where does the use of technology by students and/or by teachers align with effective math pedagogy?
If you have questions like this or if you have some of the answers, please come join this conversation. Explore a collection of tools — physical manipulatives and apps — that are considerably more than physical algorithms or digitized worksheets and that align
with the pedagogy called for in Ontario’s math curricula — teaching/learning math through problem solving. Come and work your way through some challenges I will bring…or bring some challenges of your own! Stay for a little while and pick up a problem solving task you can use in your classroom on Monday. Stay for a little while longer and co-plan a unit in which students will construct their understanding of a new math concept.
As well, if you’re interested, simultaneously investigate how you can use technology to make students’ (math) thinking visible. This pedagogical documentation can prove to be so helpful when it comes time for student review, parent communication and assessment/evaluation. I have experience using AudioBoo, Fotobabble, VoiceThread, and various screencasting apps (ShowMe, EduCreations & Explain Everything) to capture student thinking and Evernote to organize and save these captures. I’m happy to share what I’ve learned and I’m hoping you might have something new to share with me.
We are about ready to start with Minds on Media – I am hoping to write a new post for each table I sit at. The first session will be ArcGIS – mapping and Geography with Peter McAsh. Think I have this blog worked out – will be using my lap top and my phone for instagram photos that get uploaded to the blog automatically.
Also trying out a new blog which is driving me a little crazy right now!
Now the speakers are being intoduced here is a quick summary of the topics:
teaching math through problem solving- capturing student thinking through technology
building a PLN
The philosophy of the day – You are in charge of your learning today. the participants will bring their needs at each center, leave and move around when you need to. Move on and get up and move to the next spot when you are ready. A little like an unconference! Off we go!!
– The Sum of the Parts: Constructing and Capturing Conceptual Understanding in Mathematics – MaryKay Goindi, Upper Grand DSB: @MKGoindi
– Playing with Media Literacy – Michelle Solomon, Neil Andersen, Carol Arcus, The Association for Media Literacy: @msolomonteacher
– Introducing Kids to Computer Programming. It might be easier than you think … David Scott Upper Grand DSB
– Building a PLN (Personal Learning Network) – Tim King, Upper Grand DSB: @tk1ng
– N00bing it up in Minecraft: And how it relates to school- Liam O’Donnell, Toronto DSB: @liamodonnell
I met one of the presenters, Peter McAsh last night at registration. Right now, I am on the waiting list – really hope to get there early and get a spot! Doug Peterson wrote about this session last week and it really sounds like the place to start.
This is Tuesday night. The conference starts tomorrow. A few of us are here already and I am looking forward to the preconference tomorrow. I hope to post as much material as possible for the teachers who were so interested in coming to the conference. While we couldn’t make that happen, I will do my best to pass on as much useful information as possible starting tomorrow morning!