Triptico Classroom Resources


A few years ago I downloaded a classroom resource application called Triptico.  It had a great graphics look and some nice and easy tools to use in my classroom.  Recently Triptico launched a web-based application where you can save your activities to the cloud for easy use anywhere.  It’s great!

There are tools in Triptico that any teacher can benefit from—regardless of content area or age group.  All of the resources are dynamic and visually appealing to your students.  So besides being useful, they are fun to look at.

Below are some of my favorite uses of Triptico:

  • Student Groups  I created a class list for each of my classes.  On days when we do group activities, I bring up the Triptico Group Maker resource, load that class list and remove any students that are absent.  Then I tell Triptico how many groups I want and it will randomly generate them for me.  The kids love watching the colors pop up and waiting in anticipation to see who is going to be with them.  And it’s very easy for me to use.
  • Timers  There are a lot of online timers and stopwatches out there.  These timers are dynamic and visual.  I like the hourglass timer because it doesn’t show students the exact amount of time they have left (or that you set the timer for) so instead of being focused and worried about seconds, they can just get a visual snapshot of time remaining.
  • Selected Spinner  I’ve only used this one recently but it has been fun!  I put in a list of questions and answers.  Then when I’m ready to run the activity for a class, I put in the names of the students.  With the click of the button, Triptico will randomly choose a question and then randomly choose a student to answer it.  It’s fun to watch, totally random and the kids were glued to the board.  A great way to do a simple review for any test or quiz.

Check out Triptico for these resources and more!

Educational Value of Kinetic Typography


I previously wrote a post about creating kinetic typography videos.  I love finding Spanish kinetic typography lyric videos because they A) are attractive and visually pleasing to watch and B) include Spanish lyrics and words so that you can match the Spanish audio with a word.  I have used these videos as supplemental content for a few years.

But this year I wanted to “up the ante”.  I wanted my students to have to make a kinetic typography video of their own–using Spanish songs and Spanish lyrics.  It was a hefty creative task that required some time from the students.  I just finished grading the final products and now I can reflect on the educational value of this project.

Focus on Spanish Lyrics

This type of video is a lyric video, which means the students had to spend a great deal of time with the lyrics of the song.  I did not give them a copy of the Spanish lyrics.  I gave them other lyric video examples that they could copy from or I think some of them just Googled for the Spanish lyrics to the songs.  Regardless, this creation required students to spend a great deal of time working with the Spanish words.  Even if they didn’t know what the words meant necessarily, it was valuable to have them spend so much time immersed in the target language.  I heard a few comments throughout the last few weeks that “I have that word in my song” or referencing that they learned different Spanish words that we didn’t learn in class just because they are used a lot in their song.  This was the main benefit of the project for me: a way to force my students to spend more time absorbed in the Spanish language.

Hearing Spanish Words

In addition to just working with the lyrical text, students had to work with the Spanish audio of the song. They repeatedly had to listen to their song, making them more familiar with the way Spanish sounds.  A few students commented that they can’t hear the original English version of the song anymore without hearing the Spanish lyrics in their head.  And some commented that they listened to it so often the Spanish song got stuck in their head and they kept repeating it.  Even if they didn’t know the direct translation of the audio stuck in their head, having Spanish of any kind floating around the brain is a great learning experience.

Matching Audio to Words

The lyrical text should be matched to the audio.  When students made their videos, they had to make sure the Spanish words appeared in sync with the Spanish audio.  This requires students to do a few different mental tasks at once (always of great educational value).  Students had to listen to the Spanish audio, look at the Spanish lyrical text in their presentation and physically get them to appear together.  This process of audio and visual matching is a great learning activity for them.  It isn’t enough just to have the Spanish lyrics or just to listen to the Spanish audio.  Having to take both pieces and work them together in sync really established a unique learning experience.

Content Creation

Aside from Spanish, a project like this is rewarding just because it allows the students to be content creators: authors of their own learning.  I gave them project parameters, specific benchmarks they were to be graded on but they were allowed to choose their own path of completion.  Some students chose to work together in small groups while others worked alone.  Some created their presentation using Powerpoint and others used Prezi or just IMovie. The finished projects I saw reflected the individual students: I did not receive two identical projects. Each project reflects the individual or individuals responsible for it.  My students that were a little more tech saavy used that to their advantage to create something really innovative.  Students that were less techy produced simpler projects that still met all project guidelines.  Allowing students to be content creators gives them the freedom to publish their own path to learning.

As a teacher, I’m satisfied with that the projected learning outcomes associated with this project were met. I’m proud of the creations my students ended up with and hope they are too.

Creating Kinetic Typography Videos


I wanted my students to create something new and interesting this year using lyrics to popular songs in Spanish.  I found a selection of songs in Spanish that include the Spanish lyrics.  But unlike most lyric videos on YouTube, these videos presented the lyrics in a stimulating and very visual way.  These types of videos are known as kinetic typography videos because the text moves and is interesting.

Here are some examples of Kinetic Typography:

I would create activities using the lyrics to these songs and noticed that the more I listened to the songs, the more engrained in my brain the Spanish lyrics became. I thought “Wouldn’t it be great if I could have my students do something that required them to pay attention to these lyrics?”.  So I decided to have them create kinetic typography videos.

I looked into the process and it can be quite advanced when you want the final product to be like the videos posted above. Most of the software used to create great kinetic typography 1) costs money and 2) requires training time that I couldn’t afford to do in the classroom.  But could a decent kinetic typography be created on a public school budget (aka: free)?

I figured out a way to do this by creating a lyrics presentation using a presentation tool as simple as PowerPoint.  You can animate or make the lyrics “appear” and move.  If you go through the presentation and play it while playing your song, you can sync up the movements so they match the lyrics.  By using a screenrecording program on your computer (like Quicktime), you can record your presentation.  You have just filmed a kinetic typography video!

I’ve listed the directions and process of building a kinetic typography video below.  Check back next week to see my reflections on this project as my students turn in their final products.


Below are the steps and directions that I gave to my students:

There are stages and steps necessary in creating a Kinetic Typography Video.

  1. Download the audio (Find a song to use)
  2. Take the lyrics to the song and create a visual presentation
  3. Film of your presentation (Screencast)
  4. Create a video using your presentation film and the song audio

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Death to PowerPoint (or PowerPointed to Death)


PowerPoint has been one of the greatest educational presentation tools since the lightbulb overhead machine.  I want to start by saying that:  PowerPoint is great.  It’s a slick, beautiful way to deliver instruction to classrooms.  It beats a laundry list of notes or outlines any day.  And it’s a great assessment tool as well.  Having students use PowerPoints to demonstrate their understanding of a concept can be much more concise that reading a standard paragraph report.  Plus there are themes, designs, transitions and bells and whistles to keep even the apathetic viewer interested.

PowerPoint is great.

But it can be overdone.

Just as with any classroom instructional practice, students and teachers can fall into a rut and fall victim to overexposure and overuse.  I’ve heard one of the downfalls of 1:1 classroom environments is that students end up attending PowerPoint University–constantly exposed to PowerPoint instruction and PowerPoint assessments.

So for a recent classroom project, I banned PowerPoint.  The students have to create a visual informational presentation of some kind, but they are not allowed to use PowerPoint.  I created the project standards for them and it is up to them to figure out how they are going to execute it and with which tool.

To help the process, I started investigating some alternatives to PowerPoint and gave them the following page of bookmarks.  These tools range from fancy animated presentation tools to simple Google Presentations (to which the students said is the same thing as a PowerPoint.  To which I said, but it isn’t A POWERPOINT).

Alternatives to PowerPoint

I’m interested to see what they come up with.  And even better, I’m interested to not see a PowerPoint.

Kahoot!

Question and answer choices displayed on teacher computer/projected to class

Recently a tech colleague passed along a great free online resource to use for formative assessment and classroom activities.  I’ve done little quiz games or review games in the past using online resources like Socrative, but this one has a new twist.  The website is called Kahoot.

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Kahoot reminded my students a lot of the quiz games played in restaurants like Buffalo Wild Wings.  A question is displayed on the front board and each student selects an answer to that question from their personal device.  (I’ve had students use computers, IPads, Kindles or phones for this activity).  If you get the question correct, you get points.  If you answer faster, you get more points.  After each question, the student sees their ranking on a leaderboard.  It’s a lot of fun and provides great motivation for the students.

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Teachers can create “Kahoots” from getkahoot.com.  It gives you the option of creating quizzes, discussions or surveys.  Right now I’m only using the quizzes.  The teacher creates multiple choice quizzes and has the option of adding in pictures and video in the questions too.  After a Kahoot is made, you are ready to share it with the students.

The students just go to kahoot.it.  From there they will type in a pin code that is assigned to the Kahoot the teacher is running.  The quiz is teacher paced, meaning that the questions only appear when the teacher is ready.  Once ready, the teacher shows the students the question on the board.  After 5 seconds, answer choices also appear on the board.  Each answer choice is color coded.  On the student’s individual device, they see the color coded choices but no words—they have to look up at the board for the question and the answer choices.  They select the color associated with the choice they think is correct.  Once all students have answered, they find out how many points they earned (if any) and what their ranking is in the leaderboard.  At the end of playing a Kahoot, the teacher can download the results, which gives you question by question analysis of how students did and you can easily see questions that were the most problematic.

We loved using Kahoot and now I’m just under pressure to create more Kahoots for us to do in class!

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The Paperless Classroom Experiment


My school has been 1:1 with laptops for 2 years now.  Eventually the tech coordinator and I believed that going 1:1 would gradually lead to a decrease in printing, photocopying and general paper use but it hasn’t really worked out that way.  Two weeks ago I was preparing my lesson for the next day and began printing some copies of example assignments I wanted to show my students.  The thought just popped into my head and I hit Command+P and printed without even thinking about.  Like a reflex.

So I challenged myself for one week to use no paper in the classroom.  I continued lesson planning like normal, but I had to find ways for myself and my students to work without the use of paper.  I just wrapped this up on Friday, so here are my main reflections on how it all went:

To each their own

Each of my students are different.  There are some students that thrive in a digital environment with hyperlinks and online filing cabinets.  Other students find that harder to navigate and understand.  I tried to, for the most part, give my students digital copies of everything the day before class in case they wanted to print them out on their own.  Is that cheating in a paperless classroom?  Maybe, but I felt like I had to give the students that option.  Almost no students chose to print anything out though.

Sometimes there is no substitute

Sometimes paper is just the best option.  This week I introduced new vocabulary to my Spanish 2 students.  They normally get a paper vocab sheet with the words.  They use that sheet as a reference when we do different activities and I’ve seen them use it for an easy way to study during lunch or before the quiz.  This week they just got a digital copy of the sheet.  I think it definitely impacted the way they studied and learned their vocabulary.  I wasn’t very pleased with assessments results associated with the vocabulary this week.  The students definitely seemed weaker without holding that solid reference sheet.  If I ever did decide to make the move to a 100% paperless classroom, this would be my biggest concern and condition to consider.

Just do it

Kind of like a diet or a lenten resolution, there were some times throughout the week where I just thought I could cheat or cut a corner here and there.  I could have the students write down those answers and turn them into me on paper real quick.  I could just make a classroom copy of this or that.  But this was a challenge/game for me, so I just did it.  And for the most part, everything was just fine.  I think the biggest obstacle in creating a paperless or paper-lessened environment is the decision to plan it that way.  It requires a decision from the teacher to go that route.  It becomes like a discipline behavior.

Worth it?

Sounds like a lot of work or willpower for the teacher.  So is it worth it?  There are certainly benefits to a paper-lessened environment.  I never took home anything to grade — every piece of assessment data I had was on my computer in one form or another.  Easily organized and accessed.  I used digital assessments (on Canvas LMS) vs. regular paper quizzes and that allowed the students to get immediate feedback.  They knew their score before I did.  Which makes sense since it is their score.  Physically less photocopying and printing makes my tech guy happier with the budget, so there are monetary concerns if you look at this large scale.  I also found that doing things this way made it easier to get things to students that were absent.  Normally I have a little table in the corner with handouts, and when I student is absent, they come and ask for a handout that they missed and we search through the piles until we find what they need.  Everything was online for everyone all week, so there was no lag in the distribution of materials.

Future Implications

I can’t go full on paperless.  At least not until the students get more accustomed to that lifestyle.  I only have them for about 50 minutes of their academic day.  When they leave me, they have to go into classrooms where paper exists, so it isn’t helpful to them to put them through that shock just for the heck of it.  But I am going to try and be paper conscious and create a paper-lessened classroom, with less photocopying and printing.  And I’m going to promote this with other teachers to try and create that environment everywhere.  Once the students learn to learn without paper consistently, we can talk about a truly paperless classroom

A funny thing happened on the way to the paperless classroom

I’m going to add this anecdote as a post-script to this paperless classroom blog.  It’s an interesting little thing that happened with my Spanish 3 class of mainly junior students.   Using Doctopus (a truly lifesaving Google Script), each student had a personal online Google Doc where they needed to take notes over Argentina.  I introduced the notes in class but students were supposed to read and take notes on their own outside of class and come back in two days ready to discuss and talk about the information.  As they got settled in to their document and to the online notes, one student asked why they just couldn’t work on this all together.  They had previous experience using Google Docs and Presentations to collaborate with each other and take group notes, and they wanted to know why they couldn’t just do that.  I explained that for future activities that we were going to do, I wanted each student to have their own individual copy of the notes.  I said that I would be checking their personal note sheet to see how they did—but if they wanted to find a way to work together they could.  Then I kind of stepped back.

First they tried to share their personal note taking sheets with each other, but I had blocked that option.  So then a student created a new document and invited the class to all be collaborators.  They worked together to take notes on that document.  Then they went through those group notes and copied them into their personal note taking sheets.  I watched them work through that and thought how transformative that was.  It was completely something that didn’t and couldn’t exist with only paper and no technology.  And it turned out great.  The notes they took were very good and the students were ready for the tasks we had in class later that week.  Certainly they did it because “it was easier” but I choose to focus on the fact that they wanted to collaborate and figured out a way to make it work.

SnapChatting Assignments


SnapChatI’m surrounded by students with smartphones.  Not every student, but it seems like the majority.  It’s a handheld, personal device that they have with them at almost all times.  I’m constantly looking for ways to combine our classroom objectives with the personal lives of my students.  I believe that when learning is made personally meaningful to the life of the learner, it’s truly transformative.

The was the main philosophy behind bringing SnapChat into my classroom assignment portfolio.  SnapChat is an application where users take photos using their handheld devices.  They can add text, annotate or draw on the picture and send that picture to another user.  The uniqueness about SnapChat is that the picture can only be viewed by the recipient for 10 seconds and then it ceases to exist.  Short shelf life, easy concept.

When introducing a new section of Spanish vocabulary, I often have my students do some type of immersion project: something that requires them to spend some time getting to know their vocabulary better.  I always include options in these types of projects.  Some students prefer to do more artsy things with their vocabulary words, some prefer typing or online gaming drills, others prefer writing projects, etc.  Giving options is important in letting the student create a unique learning experience for themselves.

One project option that I usually put out there is a photo labeling type of assignment.  Find words from our vocabulary list in the real world, take a picture (or find a picture on the internet), label that picture and assemble all your pictures in a slideshow for me.  My students usually made these on VoiceThread or by putting the pictures together in an IMovie.  I see the picture + they have the word labeled correctly = project completed.  They have met the objective to recognize and identify the vocabulary.

Giving the option to SnapChat this project seemed like a perfect fit.  The application (which the majority of the students were already using and familiar with) is the perfect way to capture a photo and label it.  In a matter of seconds, students can SnapChat their photos with Spanish vocabulary captions and “turn them in” by sending them to me.  Easy. Instant. Real life.

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I was extremely pleased with the results.  As with any project, I went back to reflect on weak spots or any potential problems for the future.

  • SnapChat is essentially social media and I think you have to be careful mixing with students in the social media world.  That’s why for this SnapChat assignment I created a neutral Spanish SnapChat account (espanoldhs) to make it “official”.  I feel like this established that you are sharing your photos with “Spanish Class”, not “Emily Huff”.  By not connecting the SnapChat to myself personally, I feel like it keeps a wall between me and the students.
  • Once it was established and understood by the students that this was an “official” school related SnapChat account, we discussed posting ethics.  Particularly that if anything inappropriate was shared, it would result in school consequences. (Equivalent of standing in front of the class and doing something inappropriate)
  • One potentially negative effect of SnapChatting the assignments is the short life span of the photos.  Ten seconds is enough time for me to view and assess the objectives (did the student label and identify a Spanish vocabulary word?).  The work can’t be saved and shared but I think I’m ok with that.  The purpose of these assignments is just to make sure my students have some time with our vocabulary.  I don’t really need for the project to exist after the objective has been met.  And I’ve seen enough students throw projects away immediately to know that isn’t a main concern for them either.
  • I don’t require this from students.  It is one way to complete one of the options they have for an assignment.  I don’t give special consideration for students that choose this option vs. any other option.  I grade the objectives only, not the method of delivery.

Getting Started with LanSchool


LanSchool is a program that we have at Denver Community Schools that allows teachers to monitor computer activity and control computer activity.  As we have all of our students 6-12 on Macbooks during the school day, it sounds like it would be a lifesaving and proactive dream program for teachers.  (see why it isn’t that simple below)

Before a teacher can begin controlling computer activity or even monitoring the students in individual classes, a teacher needs to create a class list of computers.  This way, the teacher is only looking at the monitors in his or her room and not everyone on the network.  Looking at the 20 monitors you care about vs. looking at 200 monitors of everyone.

See a tutorial video here.

All computers on our network can be found at Channel 0.  You need to be on Channel 0 for the first initial set-up of LanSchool.  After you have created your class lists, get off of Channel 0 and put in your own personal channel.  At Denver, your personal channel is your phone extension.

Your students need to be on their computer in your room in order for you to build your individual class lists.  This isn’t something you can prep at night and have ready for class the next day.

The tutorial above shows how you can build and save your class lists.

Problems:

As we’ve found with most monitoring software programs, LanSchool isn’t perfect.  The average “success” rate is about 80% – – meaning that if all of your students are on their computers, LanSchool will only be able to discover about 80% of them.  There are constant updates and things that we can do on our end to try and help that, but we need to accept that reality.  Silver lining: it’s better than nothing!  And it’s sometimes perfect.  I was using it for the first two weeks out of the year with 100% success everyday.  Then, not so much.  It’s just glitchy.

Infographic Syllabus


A class syllabus reminds me of a good restaurant menu.  It is informative and should be easy to scan for the information that you want.  Design in my classroom syllabus has always been important.  Blocked text and paragraphs of info just aren’t that exciting.  Imagine going into a restaurant and getting a 8×12 piece of black and white paper with point 12 Times New Roman font.  What message would that send about the restaurant?

I’ve been dabbling with using infographics in my classroom as assessment tools over the past year and this summer came across some articles on infographic syllabi.  What if you take all the information that you normally share through a syllabus but present it visually, with a mixture of graphics, charts and text.  It’ll be easy to refer to and gives a great first impression of my classroom.

Our 21st century world is full of stimuli competing for our attention.  Never has design been more important in gaining and keeping the attention of a viewer as now.  The education world doesn’t need to be exempt from those principles.  Below is my attempt to create an infographic syllabus.  I’m not a designer but it accomplished what I wanted it to: 1) easy to refer to, 2) contains important information and 3) attractive graphic elements that gain the attention of the viewer.

Syllabus Spanish Infographic

 

What It Is I Do


I recently signed my contract to be a Spanish teacher next year.  That’s my official title when people ask me: Spanish teacher.  In simplified terms, that’s what I am.  But what is it that I do?  I just finished my 9th year of teaching and I’ve been doing some thinking about that.  These are the two most popular responses I used to give (and I’m guessing fellow teachers would to):

A: I teach Spanish to my students.

B:  I help students learn Spanish.

And I think I finally realized that these statements are not interchangeable or at all the same.  And somewhere along the line of figuring that out, I got closer to understand what it is I do and want to do.

Statement A

Within this viewpoint, the teacher is the one actively doing something: the teaching.  It’s a teacher centered statement, meaning that my job is based around the things that I do.  I do the instructing, the creating of assessments, the giving out of information.  I give “the learning” to my students.  I do it.  They are there to get it.  And that’s a fine construct, one that higher education and traditional educational settings are set-up for and encourage.

Statement B

Whereas in Statement A the teacher is in the limelight, Statement B shadows the teacher into a supporting “helping” role.  The people actively doing something here are the students.  They are doing and are responsible for the learning part.  They have to do that.  The teacher is there to help and make that happen.  The students are the stars of the classroom and the teacher is there as a coach, as back-up, to provide a path but not to just give information.

Neither of these perspectives is right or problematic and a successful teacher probably needs a mixture of the two, but moving forward, I’d like to say that I’m more Statement B than the other.  It’s a completely personal perspective, built upon your own educational philosophy. (click here for my philosophy).

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