GAFE Summit 2016

A few weeks ago, I attended the Edtech Team Summit Featuring Google Apps for Education in Kobe, Japan. It was my second ‘GafeSummit’. The first was in 2013 and was a dramatic turning point in my career as a teacher and my life as a digital citizen.


The one notable difference was that this year, I would be presenting a session on Google Apps for Transparency.

https://www.instagram.com/p/BBbXZe8jSpA/

360º



My first eye opener was Jim Sill’s session, Google Views – Lessons in 360º, in which I was introduced to Cardboard. This is a realist iteration of virtual reality that could be easily integrated into schools. Although I haven’t had other VR experiences, I wonder if Cardboard offers a majority of the sensory experience.

The flow

Overall, I was most inspired by Stephen Taylor’s Formatting the Flow session. As an inquiry teacher, I have always wrestled with the impulse to manage students’ learning. What Stephen showed was how formatted documents can make processes visual and focus students on their learning rather than their presentation and reporting media.

BreakoutEDU

A photo posted by Bart Miller (@botofotos) on Feb 6, 2016 at 8:13pm PST

//platform.instagram.com/en_US/embeds.js
My group was beta testing BreakoutEDU with augmented reality and was not able to open the box like some other groups.

//platform.twitter.com/widgets.js

Transparency

Finally, it was time for my presentation, Google Apps for Transparency.

As a form of modeling, I shared a Transparency notes Google Doc with all participants for public note taking and documentation.

//platform.twitter.com/widgets.js

I began with a brief introduction to the concept of transparency as it is viewed in practice in government, business, and education. Then, following a generally ‘less to more’ transparent framework according to the slides embedded below, I shared the tools that I use to make planning, teaching, and assessment in my classroom as transparent as possible.



Included in the demonstrations were my weekly planners. I use a template in Google Sheets that allows me to plan to five minutes of accuracy include relevant details including differentiation. These documents are published as a webpage and the link is shared on our class Moodle site.

Having the plans published via a link allows easy access from any internet connected device. A classroom computer at the front of our classroom is dedicated to our projector, but it also has all of our links saved as bookmarks in the web browser. Throughout the day, students check these links. This increases the amount of time that I can devote to learning by minimizing questions like ‘what are we doing next?’ or ‘what’s after lunch?’.

https://docs.google.com/spreadsheets/d/1v7jufrMw8HRPBCEA6CfuhsDhZKSbkts7IKBNN6cYOhc/pubhtml
Click image to view as webpage.


A teacher in the workshop asked if there was added stress from publishing all of my planning. I replied with that this level of transparency adds a component of accountability that is its own reward.

Using the publishing capability of Google Apps, I also publish slides of our daily warm ups and home learning assignments. They are embedded on our class Moodle and require no additional maintenance. They update automatically when new slides are added. If a parent or other member of our learning community uses them even once to have a conversation with their child or keep up to date on home learning, it’s worth the minimal effort to set up.


Finally, I shared my data workbook. This is a system of spreadsheets that provides me with real time data from assessments and then publishes the same data to individual pages, published as websites, for students and families.


This works extremely well for parents to keep up to date on their child’s learning and for sharing web addresses, usernames, and passwords.

All materials for the workshop are shared in a public Google Drive folder, Transparency | GAFE Summit Kobe 2016.

Strangely, as soon as my session ended, I felt the urge to develop a new data management system that could provide more possibilities for data visualization and analysis. I’ve already begun sketching ideas and look forward to designing and programming this summer.

Reflection

I’ve completed tons of online professional development, and nothing compares to the invigorating social and interactive experience of a face to face conference. Ironically, this can be especially true in technology where digitally isn’t necessarily the best way to learn something new.

The tools which I have put to work immediately are Quizizz and SafeShare. Since introducing Quizizz, my students constantly ask when we will be taking the next quiz.

Reflecting on my own presentation, I feel that I probably learned more than my participants! It is easy to feel that the time and energy spent preparing to conduct a conference or workshop session is wasted, but I found the opposite. By deeply analyzing and presenting my approaches to technology in the classroom, I deepened my understanding. Being inspired to expand my strategies was an unexpected surprise!

If you’re curious to explore the conference, follow this link to view the full schedule.

I’ve already been contacted by Google related colleagues about organizing an event in Tokyo, so I look forward to putting some of that inspiration into action.

Advertisements

Teaching with Moodle MOOC

After an aborted attempt in September, I recently completed the Teaching with Moodle MOOC (Massive Open Online Course), also known as Learn Moodle MOOC.


Since Moodle is the learning management system employed at KIST, the course was directly applicable to my work. I also made the effort of inviting colleagues to join in hopes of recruiting a cohort that might be able to learn together. Two people joined an we enjoyed sharing our learning and insights into how the course content could be directly applied in our own contexts.

Naturally, the course itself was delivered via Moodle, and they even have a handy mobile app. It provides a well designed examplar with high quality demonstration videos and useful links everywhere.

The content itself was the Moodle training I never received. Organized logically from general to specific, yet also conceptually from delivery to interaction, it is an ideal way to become familiar and proficient with Moodle.

I would recommend the Teaching with Moodle MOOC to anyone curious about the platform, and particularly to my colleagues who would discover rich possibilities for connected learning in their classes.

Student survey analysis

At KIST, we conduct an annual student survey to assess classroom climate. Students complete the survey electronically and anonymously by evaluating statements about me and the class as ‘usually’, ‘sometimes’, or ‘no’. The resulting data is later shared with teachers. It’s an informative method of receiving feedback which can be used to refine approaches teaching.

Positives

Overall, my survey results were very positive. To statements which I would consider critical, like ‘My teacher cares about me.’ and ‘My teacher shows respect to all students.’

   

One question which I find very useful for evaluating my differentiation strategies is ‘I am able to do the work given to me.’


An 81% ‘usually’ and 0% ‘no’ outcome shows that my ongoing formative assessment cycle assures that every student is both challenged and capable of success.

One surprise was an unexpectedly positive response to ‘My teacher allows me to demonstrate my understanding in various ways.’

 

Through the first half of the school year, providing multiple pathways to understanding and accepting diverse assessment artifacts have been areas I feel I have neglected. However, my students seem to think otherwise, so perhaps what I have been doing has been satisfying for them.


Negatives

The first disturbing result in the student survey was to the statement ‘Students are respectful to each other in my class.’


The majority of students responded ‘sometimes’, indicating that I could be doing more to foster respect in my class. Fortunately, they don’t seem to think that I lack respect.

  
My biggest disappointment is the only 62% ‘usually’ response for ‘My teacher teaches about and demonstrates the Learner Profile attributes.’


 Planning and executing IB Primary Years Program units of inquiry has been my greatest frustration this year as I adapt to a new teaching environment. In the past, I have been very careful to explicitly teach the elements of the PYP embedded within units of inquiry. Thus far in this school year, such careful planning and execution simply hasn’t happened.

Fortunately, my class is in the formative stages of a new unit so it’s a perfect time to bring IB Learner Profile attributes back to the front. To get started, I’ll access another data source, our Learner Profile reflections, by looking at the analytics.

This data visualization reveals that at this time, according to their self assessments, Caring is my students’ least developed Learner Profile attribute. This evidence also supports their feeling that they are not respectful to each other in class.

By making Caring a focal point in our next unit of inquiry, these issues may be addressed.

Interesting

The statement ‘I feel free to ask and answer questions.’ is the most perplexing to me.

Contrasting that with a more favorable response to ‘My teacher gives me help when I need it.’ suggest some confusion.

In general, school has traditionally been a place where teachers have answers to students’ questions. While that is a culture that I reject, it doesn’t mean my students have not grow up with that mindset.

As in Ted Meyer’s TED talk, Math class needs a makeover, I aim to promote ingenuity and inquiry by being ‘less helpful’. Students constantly ask me questions that could researched in a book, on the Internet, or by asking their peers. For example, I almost never answer spelling questions for students.

I also avoid the traditional hand raising routine that most classrooms follow, preferring to call for responses randomly or in an open forum setting.

So it’s little surprise that many only ‘sometimes’ feel free to ask questions since they are likely still processing the cognitive dissonance of a new culture of ‘less helpful’ classroom participation.

Conclusion

This is an interesting exercise, although doing it any more than once per year would be too much. I can also see how it might be difficult to compare results year to year, as the perspectives of different classes can vary so widely.

I am happy to take away some actionable data and look forward to seeing what results it might lead to.