Google Classroom

As a lover of all things Google, I decided that it was time to try out Google Classroom, a straightforward way to create a workflow to and from students through their Google accounts. This video explains how to set up a classroom and how to create assignments. Bonus: It allows you to view the Teacher and Student accounts simultaneously.

After setting up my class and adding students, I created my assignment: a Google Presentation that focuses on the proper use of "your" and "you're" using photographs.

Check it out:

Here is the link to my Google Presentation assignment. 
Please give attribution if you use it. :)

Finally, I created an assignment in Google Classroom with the Presentation attached. When I shared it with my class, I chose the selection, "Make a copy for each student."

This option takes a looooong time before it shows up in their accounts, but it's worth the wait! I would advise doing this the night before. Another bonus: it automatically puts each student's name on the end of the assignment title.

When students log into their Google Classroom accounts, they will discover that they have an assignment waiting for them. 

Once students open the assignment, they simply view the Presentation, fill in the blanks like so:

Grammar can be scary!!!!

and turn it in. When they do, it populates a folder in my Drive that was automatically created when I created the assignment in Google Classroom. All assignments have their own folders, and all folders are placed in a folder called "Classroom" in Google Drive.

Now I can decide to grade these assignments or call just make this assignment "Practice." 

I am excited about Google Classroom, and I think that it is going to evolve to include many more features, but this is definitely an easy way to begin. Give it a try and see for yourself!

"The Pitch" Preparation for Genius Hour

Students used their class time today to develop their “pitch” about their Genius Hour. The idea is that an innovator with a great idea might find himself/herself in an elevator with a powerful person who might be interested in investing money in a promising proposition. (Talk about being in the right place at the right time?!) The innovator has a very short period of time to convince this investor to buy into the idea. It is time to deliver an “elevator pitch.”

For this assignment, I am asking my students to prepare a pitch about their Genius Hour project in 30 seconds. I will be asking students to privately deliver their pitch to me. Here’s a video explaining the elevator pitch from Sean Wise, a business journalist for The Globe and Mail in Toronto, and the host of Canada's version of Shark Tank.

Wise states, good elevator pitches have two parts: the pain statement and value proposition. He says that first, the individual lays out a problem that needs to be solved. Then he/she establishes how the idea is going to solve it.

Wise says that elevator pitches should be succinct, easy to understand, greed inducing, and irrefutable. My students may find that last part confusing, but I’ll help them understand that good ideas can equal MONEY. This is an opportunity for students to think through an idea enough to try to “sell it” it me. At this point, I will soon be vetting the ideas of my students. I will help them to think it through. (A big shout out to Kevin Brookhouser for his great ideas in shaping this lesson.)

Here are some student samples from a document that I created to help students plan their pitches:

Here is the link for this document.

My students left school with a much better idea of what their project will look like. Some of them want to start working on it this weekend! Next Genius Hour - "The Pitch!"

Genius Hour: Topic Exploration

Today was our second day (and second week) for Genius Hour. I knew that after all of last week's excitement, we had to do something with all of those fascinating ideas. So I created this document:

Here is a link to my public document.

I explained that in order to see if an idea would work, they would need to "try it on" in this document to see if it was possible and workable. This forced them to think about not only a cool project, but what they would have to research, how they would research, and where the project would be made. It is important to note that projects could be completed at home, but only with parent permission. (Some students were interested in building a Rube Goldberg machine. But not in MY classroom!) 

After initial trepidation, most kids just dived right in.

These two students shared an idea about bioluminescence.

This student has filled out his paper and is looking at Roman coliseums.

And we had trouble, too. With students who had NO IDEAS AT ALL. Thankfully, I had a remedy for that. All summer I had been collecting magazine and newspaper articles of possible topics. I'm so glad I did! 

So hot, it burns!

I sat down with this student and got him "fired up" about Easter Island statues and Terracotta Warriors. 

Checking out dung beetles in my HOT IDEAS binder.

All in all, a very successful Genius Hour. One thing: I don't think that the students were used to such freedom of investigation. I had a lot of, "Is it okay if I research..." They felt that they needed my permission to think freely. I told them, fill out the form (so helpful!) and then check the idea out on your iPad to see if it really interests you. Next week, "The Idea Proposal."

Genius Hour Introduction

After months of researching and planning over the summer, I was finally able to introduce Genius Hour to my class. My best source for information was this LiveBinder by Joy Kirr. The problem was, with all of the information out there, and all of the different ways other teachers have introduced it, I still wasn't sure how I was going to do it. Finally, days before THE BIG DAY, I put it all together. First, I crafted my parent letter so that they would be aware of the plan. I posted that on my website. Then I introduced the idea with my video from PowToon:

Then I chose explained that students would be coming up with different ideas and that they would be working in class on the project. This video does a great job in just introducing that:

After that, I told my class that they would be presenting their final project to the class in a TED-like way. I showed this short video of high school students presenting their projects. I realize that this is above my students' level, but it is still a great example.

By this time, the class was really getting fired up. They starting asking me questions, so I went over the basic rules that I had created. I was happy to say, the answer was "Yes" to almost every question!

This haiku deck that I created is what REALLY got them excited.

Here's the link for it.

This gave my students A LOT to think about over the weekend. So now, my plan for this week is to begin collecting ideas and looking at the possibilities for my class. The new adventure begins!