Go Animate & Animoto

Two nights I was working on assignments for the NC Virtual Public School (NCVPS) and reviewed tutorials.  I had heard of GoAnimate but finally took the time to use it after watching the tutorial through NCVPS.  GoAnimate offers various levels of access from free to paid.  I  used the free version that allows for up to two minutes of animation.

GoAnimate allows the user to create cartoon-like animations using various topics.  I see a tremendous advantage for using this tool directly with students.  This will help them to integrate writing into their curriculum, often without even realizing it.  As I constructed my first project, I decided to create an announcement that would showcase some of the features of the technology.

Today, students in my Virtual Reality class used the tool to write about their experiences using Intaglio, Seashore, Microsoft Excel, and Google Sketchup.  They construct their animation to offer insights into how they used each piece of technology.

The students loved using GoAnimate and it served as a substantial reflection piece.  I am eager to see their work and share it in an upcoming blog.

At this point, my new favorite Web 2.0 tool is Animoto.  I absolutely love it.  Last week in Virtual Reality, students chose an illustration and re-created it on the computer.  Students submitted their images through Edu 2.0 as JPEG.  Here is a sample of what they created: Animoto Video Created by Virtual Reality Students

Exit Card Strategies Expand

I have been using exit cards for the last week and have been very pleased with the data that I have collected.  I have been able to really diagnose several issues related to student misunderstanding and address them.  Students, while initially apprehensive about this process, seem to have responded positively to it.  I think that they now see the usefulness of what exit cards do and appreciate that it is a tool to assist them.  I have worked with other colleagues in sharing awesome Exit Cards ideas.  After our initial training, several faculty members shared their exit cards with the staff and we have had some good conversations around them.  I am glad that we are moving forward with their implementation and more importantly using them to address student misunderstanding.

One of my stellar colleagues reminded me that we have Socrative (http://www.socrative.com/) on our iPads.  I started exploring its use on Friday and this weekend.  It has a specific exit card application with it.  It also has the ability for the teacher to upload quizzes which will be a great help.  Additionally, it can act as a instant input device (Active Expressions here since we are Promethean based with our ActivBoards) and instantly sends you the data via email or you can download the data directly.  I am so fortunate to work with outstanding colleagues.

Exit Cards and Differentiated Instruction

Last week, I attended a training on Differentiated Assessment by LeAnn Nickelson.  Ms. Nickelson is an educational consultant who is working with Rowan-Salisbury Schools to transform student achievement.  As part of the district's initiatives, all schools will have a trained team who will utilize best practices for formative assessment.  As part of our requirements, teachers were asked to institute the use of exit cards.  Initially, I felt like this was simply another thing to add to already long list of requirements.

Yesterday, I instituted the use of exit cards in one of my science classes.  I passed out a simple square sheet of paper, about the size of a post it note, and asked the students to do a 3-2-1 activity.  I had them list three things that they learned today, two questions that they had, and one thing that they would do to prepare for the upcoming test.  Surprisingly, I learned quite a bit.  The majority of students indicated that they felt more prepared to make stoichiometric conversions as a result of our review.  Further, many indicated that they understood better when to use which conversion factors to solve problem.  As for the questions, a lot of students asked about the use of the Ideal Gas Law.  I included this type of problem as a preview for an upcoming unit.  Based on the questions that I received, I will reiterate that these types of problems will not be on the upcoming test.  However, it is important to note that without the exit cards, I would have not known about this concern.  I can now use this data to help relieve and reduce some of the stress of my students so that they have better focus on preparing for the test.  I also learned that students want more practice in solving problems with molarity.  As a result, I will design QR codes for the students to use with their iPads to provide practice.

As I finish blogging about exit cards, I am convinced that they serve as a valid purpose.  I learned more than I would have and can now better focus on meeting the stated needs of my students.  I look forward to continuing their use.  It is important to note that not all students were enthusiastic about using exit cards however.  Some even posed that it was a conspiracy of some sorts and this proved to be very amusing to me.  I hope that the conspiracy continues as we seek to educate and meet the needs of our students.