TUIT: Matt Denton and Emmanual Stone, WMS

I've had a great run at West Middle School.  Starting this week, I'm holding over at Southside Elementary for a few weeks before beginning my three embedded weeks at Wright Elementary.

As I mentioned in the last post, several of the WMS Warriors partnered together before tackling a specific edtech tool.   Our next #ShelbyTUITshoutout goes to a pair of social studies teachers who began incorporating QR Codes in their classrooms: Emmanual "Manny" Stone and Matt Denton.

What are QR Codes, you ask?  QR is short for "Quick Response."  Use a QR Reader app on your smartphone or tablet (there are tons out there, many of which are free) and by scanning the code, information is decoded.  It could just be text (if so, you don't need a wifi or data connection to see it!), or contact information you could save to your device, or a URL address that you can quickly visit.   QR codes can be printed out on a worksheet or on a wall, could be embedded in a website, or just projected on the screen in your room.

What are some advantages of QR Codes?

• It's quick.  Students don't have to type in long URL addresses, just scan and go.
• Differentiation is easy and anonymous. For example, you could find three videos that teach the same concept but in differing levels of complexity.  Everyone has to watch a video and do work afterward, but WHICH video they watch can be easily assigned by three different QR codes.
• Become paperless.  In theory, you could project a code on the screen and students get your "handout" without ever passing out a single piece of paper.
• Increased engagement.  Whether it's QR scavenger hunts or creating mystery rewards or assignments, students won't know what they have until they "play."

A Google Slides presentation I created on QR Codes is available here.  If you are interested in an online list of resources, scan the QR code pictured below.

One of my favorite websites for QR codes is The QR Code Generator.  Not only can you easily make both dynamic and static QR codes, but you can even turn your webcam into a reader by using the site's "Scan" tab...without installing any programs!

Manny and Matt were intrigued by QR codes after one of my PDs, and within a few days were trying them out in their classroom in the middle of a Greek myth unit.  I was observing his classroom when Mr. Stone tried it out; Manny projected a QR code on the screen, and students eagerly scanned it to see a site of unusual natural phenomenon.  Matt handed out small slips of paper that had three different QR codes linked to websites: a picture for a writing prompt, a shortcut to Kahoot, and tips for writing a myth.


Congratulations to Mr. Denton and Mr. Stone for their #ShelbyTUITshoutout!

TUIT: Brandon Gabbard and Ben Carter, WMS

As I near the end of my last full week at West Middle, I'm excited to see so many teachers trying out my edtech tool suggestions.  Interestingly here at WMS, several teachers have taken a partnership attitude toward first attempts.  This is actually a brilliant idea that I will suggest at future embedded visits: by finding a partner to take the leap with you (whether in your department or grade level or even across town), you can learn together and not feel alone.

On that note, I have a few WMS Warrior pairs to give a #ShelbyTUITshoutout.   Our first shoutout goes to social studies teachers Ben Carter and Brandon Gabbard, and their use of Nearpod!

For those unfamiliar with Nearpod, it's a great bridge between what you already have and taking your edtech integration to the next level.  If you have already made a fantastic PowerPoint for content delivery, you can import it into Nearpod and be 90% finished.

Nearpod is basically an interactive presentation, or as some call it, "PowerPoint on steroids."  You create slides of content inside the site, or import PowerPoints, PDFs, and JPEGs to make as slides.  (Quick tip: I recommend "writing" the bulk of your presentation in PowerPoint, then import into Nearpod; the editing, writing, and template choices  inside of NearPod is rudimentary and not as robust.   Also, you can't easily edit slides once imported, so be sure your PowerPoint is a final draft.)   Next, add any interactives. In the free version, your interactives include quizzes, polls, open response questions, and even a drawing function.   Save and publish your pod when finished.  When it has finished processing, you can run a Nearpod by making it a "Live Session." Students can either go to the Nearpod website with the  browser of any device (or download and use their free app) and join the session with the PIN number that you give the students; Nearpod generates a new PIN every time you fire up a session.   As you push out the interactives, you can see their answers in real time, and even share an individual response (without their name displayed!) to the whole class.  At the end of the session, you can run a report showing all the individual student submissions for each interactive.

One of the great things about Nearpod is that you don't even need a projector, since all the content is pushed to the screen of the student devices.  A teacher can start a live session from their mobile device (say, their iPad or laptop).  While walking the classroom floor, she can "steer" and push the interactives and slides at will, looking at her live dashboard as students answer and interact.

Note that for the free account, you can only run "live" sessions.  For the Gold level (approximately $120 a year), you can run a session as homework and use Nearpod as another way of flipping your classroom.  (Gold level also gets you more space for more Nearpods, as well as additional interactive options.)

Another thing about Nearpod is the ability to get already made Pods from their "store" (some free, some for a charge) or from other users.  The steps on how to share Pods with colleagues are unfortunately not as intuitive as it could be, so I'm providing the instructions below.
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To share presentations between users you must:

• Go to your Home Screen (“What would you like to do?”) and go to the Create tab.  (I know, this seems counterintuitive, but trust me.)
• Select the presentation you want to share.  There should be options at the top of the page.  Find “More” (with the three dots and the down arrow) on the far right, then choose “Share."

• An email dialogue will pop up with a default message.  Put the email address of the person you want to share the link with.  (It may help if you use the same email address that they use to log into Nearpod.)

• Once the user receives this message, they can click on the link (which will ask them to log into Nearpod) so they can import the Pod into their own library.  Once they have it, it is their copy to use and edit. You can send to multiple people at the same time.

Note:  if you are in “My Library” and choose a Nearpod, the “Share” button doesn’t work in the way detailed above; it only gives you an embed code. The embed code is for a website and not for a live session or homework. 

Purchased presentations cannot be shared.
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When Mr. Gabbard and Mr. Carter heard about Nearpod, they began collaborating on one the next day.  As social studies teachers, they of course already had PowerPoints of content, so it was just a matter of importing one into a Nearpod and adding interactives.   Were the kids engaged? See this example from Mr. Gabbard's class:

http://t.co/yRdldwhjBU captured the attention of all learners in Mr. Gabbard'a Geography class! @watsonedtech pic.twitter.com/S08Lgt0ZlK
— WMS-Warrior Nation (@ShelbyWMS) January 20, 2015

Congratulations to Mr. Carter and Mr. Gabbard for their #ShelbyTUITshoutout!

Do you use Nearpod in your content and grade level?  What do you think?  Reply in Comments below.

Game-Based Learning and Classcraft

One of the trends in education that is gaining popularity and has growing data to support its positive impact on students is game-based learning.  The concept is not completely new; many older graduates and teachers today have fond memories of Oregon Trail (which first began in 1978!).  The phrase "game-based learning" still makes some shudder, suggesting teachers are letting students play video games all day instead of utilizing real skills or learning content.  But just as "edtech for the sake of edtech" should't be done, I am not suggesting games alone are the key.  As always, it is the way the games are integrated into a classroom that can transform the educational experience:

• Novel way of learning content.  Which one do you think would be more engaging -- a PowerPoint lecture about the Great Depression, or roleplaying as a young person on a Dust Bowl farm?
• Immediate feedback and gratification.   By the nature of a typical classroom experience, we are all about the delayed gratification.  You study or research, apply yourself to an assessment or write your essay, turn it in...and wait, sometimes days or even weeks for a grade and feedback.  In a game, you know as soon as you try whether you succeed or fail.  And if you fail...
• The power of a 1UP.  It's fascinating that the same young people who never want to revise a paper or "try again" are willing to sweat through a game level over and over until they defeat their big boss.  But the philosophy behind the way a teacher assesses and grades is also interesting to note here.  Is it right to only give students one chance with no "do-overs"?  In standards-based grading, reaching proficiency in various areas is a continual process of opportunity, not given only once on that Friday in September.  ("You failed the test, so you can never learn that skill.  Let's move on.")
• The power of a "Leaderboard."  For many modern video games, there are virtual trophies you earn for achieving certain goals, called badges.  Of course, this leaderboard of badges can be shared socially with other gamers as a point of pride.  Although I used Edmodo my last few years of teaching, I regret not trying out their "badge" system in my own classroom. However, other teachers have totally embraced this approach with their own students (and not just with Edmodo!).
• Cultivating creative and cooperative skills.  Last but not least, we shouldn't ignore the creative and cooperative juices that get flowing with games.  It takes intelligence to problem solve a riddle or determine when to use the right power at the right time.  To take one popular game example, "modding" in Minecraft is the pinnacle of creativity (and recently in our own backyard, a group of enthusiasts are creating the whole city of Louisville as a Minecraft map).  In team based endeavors, the virtual stakes are high to work together to achieve a goal where all will benefit.

If you still feel ambivalent about gamification of education, see if Jane McGonigal convinces you in her TED Talk that "gaming can make a better world."

In Shelby County, game-based learning is not completely uncommon.  For example, the elementary students periodically play Dreambox to learn math skills.  But a few months ago, I learned of a site for the first time that kinda blew my mind.  The site is Classcraft, and the teacher that told me about it was Tim Oltman from Martha Layne Collins High School.  Which is why Tim gets a well-deserved #ShelbyTUITshoutout!

Setting up an account in Classcraft is free.  Teachers first ask the students what kind of role they want for their character ( Mage, Fighter, or Healer) along with some limited customization of the character's looks.  The teacher then inputs the students and their character choices into Classcraft, grouping them in teams, and gives the students login information.  From that point on, Classcraft becomes something that quietly runs in the background until the teacher has an event occur where students can gain or lose experience points (XP) or health points (HP).  (These events can be customized by the teacher.)   There are also peer incentives to do well in class; for example, not turning in a homework assignment can affect everyone on your team. Over time students can earn class rewards or use XP to get upgrade armor, spells, etc. for their characters; this part is typically done outside of class.   Keep in mind that currently Classcraft is static.  There are no moving parts, no animation, no actual jumping/scrolling/fighting.   In a way, it's a much more glorified and clever system of digital badge delivery.

The following video gives a quick overview of what Classcraft is, how it came to be, and what it looks like:

I recently visited Mr. Oltman at MLC HS, and he was kind enough to submit to an interview.

Tell us about yourself!

Here at MLC I teach the Project Lead the Way engineering classes.  This will be my 4^th year teaching.  I learned about integrating edtech in my college classes and enjoyed it because I have always been using technology plus it is a great fit with engineering classes.

How have you integrated Classcraft in your classroom?

In 3 of my classes I have Classcraft running in the background during class and as questions are answered I can quickly add experience points to the characters.  However, they get their main experience points after assignments are added to their characters.  The other advantage I have is we are already 1:1 in the engineering classes [each student always has a desktop computer], so they have their characters running in the background because they love to keep up with their experience points.  You could also do this with cell phones because there is an app also.

Sounds like the students enjoy Classcraft.   Do you think it has improved learning?  In what way?

The students love the game.  They come into class and ask to the daily spin [a random event generator] to see if they get anything that day.  They want to use their powers whenever they can.  It has improved learning because once again the students are more invested in their learning.  [The academic work in class results in rewards.] They can see something they are getting out of it.  The game allows you to alter many of the spells and achievements they get so you can alter the game to fit each of your classes. 

A student's character takes health point damage from a random event.  If the team has a Healer, however, they can recover quickly, adding to the cooperative nature of Classcraft.

In the "dashboard" of the teacher's account, Mr. Oltman surveys the state of the various teams in his class.

Before Classcraft, what did you think about gamification in education?  Had you tried any game-based learning before?  How has Classcraft and other tools changed your attitude toward gamification?

I have always loved the idea of gamification in education.  Being an avid gamer myself I have seen many ways games teach lessons in a way that can work for education.  I have never tried gamification before because I have been looking for the right game to integrate.

What other edtech tools are some of your favorites?

Other favorites I have is Canvas [a free Learning Management System] and of course our 3D printer.  I love Canvas because you can get everything on one place for the students and then let them submit assignments online.  It is also nice because I never have to answer the question what did we do yesterday because they know to go online and look for it.

Mr. Oltman's  first generation 3D printer.

Any advice you would like to share with other teachers wanting to integrate Classcraft into their classroom?

Integrate the game in one of your classes to start with.  It does take some time to get used to and definitely get the students involved in helping to design the game that way they are really part of it.  You will have some students who do not want to play to start with but after a week all of my students have gotten really involved in it.  Remember too you can make it a large part of your class or a small part depending on how the students take to it.

Thanks again to Tim for his interview and insights! How do you feel about using games in the classroom?  Do you already use gamification?  Please share in the Comments below.

Update 1/23/15:  After publishing this entry, I saw a tweet (embedded below with a great infographic) that led me to a detailed article about the differences between gamification and game-based learning.  I realize now that I somewhat vaguely used these terms interchangeably, which is incorrect.   So please check out Steven Isaac's article on Inservice ASCD.

The Difference Between Gamification And Game-Based Learning http://t.co/Ded403RWdh pic.twitter.com/ALCQ7kzvdG
— Ian Jukes (@ijukes) January 19, 2015

Hello 2015, Hello West

Welcome back to school and a new year!  I'm settling into my newest embedded location, West Middle School.

"Macbooks roasting on an open fire...Jack Frost nipping at your nose." Here in the West Middle School library, my home for three weeks.

A photo posted by Adam Watson (@watsonedtech) on Jan 1, 2015 at 5:15am PST

This is shaping up to be a busy week of meetings and planning, so I say with guilt that I probably won't have another blog entry until next week.   But I do have a few irons in the fire for blog topics, and as I begin popping into classrooms here at West, I'm sure I will have some innovation to shout out.   Until then, enjoy your first full week back and keep warm!