I have done a few posts on using my maps to visually record and document student learning.
You might want to check out those blogs before you read this one. Here I will only talk about the final product produced over two years.
My Maps meets the new google earth
Mapping out your curriculum: literally, map it out.
The following interactive map was made by a seventh grader. They started the map in sixth grade and over the two years of social studies they added to the map. Explore it for a while and see how the layers work and what students where able to do. Each map (120) is individualized by each student. This is just one example.
A few points about this my map. This file is saved in a students drive, so they can continue to build and layer as they move on in school (make an awesome electronic portfolio as a senior). They have added screencastify reflections to this map (helpful for me to see what they really are thinking about this software). They also begin to "See" connections between the content of 6th and 7th grade. Don't forget they can then export and upload to google earth to see all this information in a few different way. I am impressed by this and think it has a drastic effect on student learning.
Google earth was a mainstay in my classroom for several years, until we moved to Chromebooks. Student's computers would not run Google Earth, so we found other ways to explore the geographic features of the places we were learning about. We made a move to My Maps (a google map builder that saves finished maps in drive). Over the years we made individual maps for different topics: Mansa Musa Haij, Presidential Election of 2016, Greece Enduring Impacts, etc.. This year, however, we went to a 7th grade in Review. On this map we added only major event, concepts, or ideas from the year. I was thinking this would make a great review tool of the whole year.
My Maps allows you to add several things:
1. The Basics: How to use my maps
2. How to add Google docs to your my map. Think Google documents, slide shows, etc.
By Memorial day, the current 7th graders should have "finished" the map for this year. They will have add about 30 icons to the map. They will then export the my map (Export as KML) and import into the webbased new google earth. Then they can fly around the world looking, reading, watching the content they created and learned in this class for years to come.
I envision, the 8th grade teacher picking up and adding a new layer next year that covers early American History. It will be awesome to see the three years combined in google earth. What an exciting and innovative way to "See" what they learned in middle school history classes.
What are your thoughts?
Using Google Maps for Collaboration and Student Created Electronic Portfolios
9:00 in room Sagewood
Ramp Up Your Formative Assessments: 11:00 in Orange
Most of this will be done in a Peardeck. However some links we might not have time to address:
Click here for your Peardeck Takeaways.
Our little Test Assignment: https://edpuzzle.com/media/58ca6bfc2eea923e31627909
Four of my class periods are signing up today. I will run this "Trial" for the rest of the school year. I will update TFT after I collect feedback from students and provide more insightful information on the process. But so far, I think I love this product. It can do all the things we wanted to do three years ago and it makes it easy for me to manage. That is good. Cheers, Garth
Today, we will use "PEAR DECK" to run the session, but you will be all over the web.
COME BACK HERE AFTER THE SESSION AND CLICK THE LINK HERE TO GET A COPY OF ALL YOUR PEARDECK WORK.
Other tools we did not address in workshop, but worth a look: See this google doc.
Quizizz and Edpuzzle video.
How it works (Video above shows this)
As kids sign in with the code, the computer randomly assign them into groups (depending the on the size of the class). They move into the assigned groups. When the game starts they all get the same vocabulary word on all devices screens, but each screen has different possible answers. So only one student has the right answer. They have to talk, share and think about the right choice. If someone, picks fast and gets it wrong, they start over. Now this gets interesting when you have 20 terms and they mess up on number 16. It really encourages team work and communication.
I can say this, my student's loved this form of study (more then Kahoot, or other forms of review). They have asked over and over when we can do it again. The key to the live version is that students must work together so it is very social and collaborative.
Let me know how your students like Quizlet live.
Besides education, the biggest passion in my life is motorcycles. I've been riding for sixteen years and I think that motorcycling is a great exercise in mindfulness. So about a year ago, when I was approached by Alan November to give a keynote at BLC16 on empathy in education; I started to take a very critical look at how I have progressed on my path of empathy. I started to realize that empathy is something that is only attainable after one gains a sense of self, a degree of mindfulness. I started to think about all the hours, alone on my motorcycle with no cell phone or radio or people to talk to. I started to think about driving through a place, and not just over a road. I can smell road kill and the overheating brakes of semi-trucks, and I can see leaves falling towards me and bugs trying to avoid me, and I hear people singing in their cars and the variations of my bike's engine. It seemed natural to me to somehow bring people into my helmet.
Garth, Travis, and I have been adding to this blog for nearly ten years. To be honest, I have recently ran out of time to write good blog posts. I have also been spending a great deal of meditative time thinking about the written word and conferences and social media and how we connect+learn+grow in society. Myself, I rarely read many blogs anymore, but I have found myself gravitating towards YouTube. I follow several motovlogs. These are people who rig a GoPro to their bikes, a microphone in their helmets and talk about life. So I bought a Drift Ghost HD camera, mounted it to my helmet. Then I bought a microphone and taped it inside my helmet. I create a few videos riding around the roads of northeast Ohio to get a process created for myself, before I left for BLC16 in Boston. Then, on the 14 hour ride to Boston, I recorded several vlogs that talk about the different topics in my keynote. With only 20 minutes to present in Boston, I knew that I had to somehow, let people know more about my thoughts.
Below I have several links. One to the YouTube channel and one to the mini-series I created just for BLC16. My goal is to continue to create short motovlogs and share them out. My hope is that these vlogs spark conversation and reflection the same way blogs once did for me. I also hope to talk about motorcycles and traveling on a bike. I road my Sportbike to Boston this year, and my Sportster five years ago. Some day I might just buy a bike made for distance riding!
Let me know your thoughts, either in the comments here or comment on the videos. Just one more way I hope I can leave digital footprints worth following and a legacy that inspires others. See you on the road.....
BLC Conference Hosted by November Learning