Cinema Maxon 4-D - Let's Get It Started

Last week, the Virtual Reality students started their introduction to Cinema Maxon 4-D.  Cinema Maxon 4-D is a 3-D modeling program that is used for animation.  Many animation companies use it for creating full length movies such as the Polar Express.  I love Cinema Maxon 4-D although the learning curve is quite high.  Many of the functions are completely new and often these functions do not do what is expected.

My students were charged with the task of creating a 3-D professional text.  They watched a tutorial and created the following images  http://animoto.com/play/vKVJ3ukgtUH9eeeDzB8EyA.  The beauty of Cinema Maxon 4-D is that students can export their creations into a JPEG format (as they did here) or into Movie format once we integrate animation in.  Many students often find the program challenging.  As students spend more time learning the program though they find that it has a lot of useful features and the ability to do some amazing things.

Google Sketchup - Building School Pride and a New Courtyard

Today in Virtual Reality, my students embarked on a real life application involving Google Sketchup.  Google Sketchup is a 3-d modeling program.  In the past, my students have created homes, designed rooms, and even abstract geometric patterns.  Students often rate this application as one of their top two favorites in Virtual Reality.

A few weeks ago, one of the guidance counselors approached me about having the Virtual Reality redesign a space outside of the cafeteria so that it is more inviting to students.  This area will become a new courtyard.  This morning, my brave Virtual Reality journeyed outside in the chilly weather to observe the space and get an idea of the dimensions of the area and the layout of the land.  I encouraged them to design their legacy.  My students willingness embraced this challenge and spend a tremendous amount of time exploring the space and considering various components to involve in their design.  Perhaps more importantly, students were taking a huge sense of pride in what they were doing and fully committed to doing a great job.

The administration is willing to support the project and move forward.  Obviously, funding may be an issue as well.  However, it was well worth it to see the students use what they have learned in class, apply it to real life, and get excited about what they were doing.  Even I began to look at the space differently and consider ways that we could better utilize the space and make it a focal point on campus.  It will take the students a considerable amount of time to finalize their designs since they are so eager and excited.  I know that the work is just beginning and the project will take some time to complete.  I am encouraged to see the students actively involved in this and can't wait to see how their projects turn out.

Google Drive (Forms) & Formative Assessment

This year, our district has implemented required formative assessment.  As such, teachers are being asked to keep a formative assessment record of how students are doing.  In response to this, I have sought the help of  Google Drive, specially the FORM function in Google Drive.  As a teacher, I need to streamline the process of keeping formative assessment records but also be able to do it in such a way that it does not subtract from my ability to instruct students.  As such, I use my iPad to collect data.  Then I review the data.

Several of my colleagues have asked about doing this as well.  I was scheduled to provide a training to interested parties on using Google Drive and developing a formative assessment tool.  Unfortunately, my little boy was sick and I needed to stay home to nurse him back to health.  However, one of my colleagues stepped in and provided the training to the group.  I am so thankful to my colleague Janet for doing this and showing great leadership. 

I also developed a JING to help folks get started.  Here is the link - http://screencast.com/t/ouE4pU9uOpvu.  In developing a sample form, I created this one to help guide my colleagues: https://docs.google.com/spreadsheet/viewform?pli=1&formkey=dHVlNXFYZElQcmxsaG9rTlZBQ1VLM2c6MQ#gid=0 .  Several of my colleagues have taken the jump and developed formative assessment tools to help them.  I am pleased that we are moving forward and can only imagine how successful our students will be with our new tools.  I was sincerely humbled today when a former colleague contacted me to inquire about how I collected data and I shared with her how I was using google drive to do it. 

In using this tool, it must fit your needs and be straightforward.  This is why I choose to go ahead and input n student's names so that my list is autopopulated and it is one less thing to have to type in.  Additionally, I use the same form to collect other information about behavior, parental contacts, and documenting positive experiences.  As we go forward, I hope that we all will continue to learn from each other and maximize our students and their success.

Review of Animoto and GoAnimate

The results are in . . . and my Virtual Reality students totally rocked with their GoAnimate and Animoto presentations.  Here are a link to a few of the outstanding products that the students created:

goanimate.com/videos/0cmCmpPmeoTU
goanimate.com/videos/069MgQ_nx8UA
goanimate.com/videos/0VOoBCocK_uQ
animoto.com/play/M71ojSM97rooVBjNLY5Y0g
animoto.com/play/rBGdbxkqF79OkF6VejywIg
animoto.com/play/WL9LwVpmVHZZcYHepyHzow

It is interesting to note that I did very little in previewing these two web 2.0 tools.  Students watched a short goanimate presentation that I created and they had seen 1-2 animotos in the past.  I intentionally did not explain how to use the technology however.  As I reflect back, I am glad that I did not as my students learned how to use the technology (or most likely knew how to use it automatically).  I am proud of what my students accomplished too.  I learned a lot from watching them with their presentations as well. 

As I consider the work that they created, I think that they enjoyed it immensely.  I polled a few students about using these two tools and both said that they liked doing it this way as opposed to either writing a paper or printing out their work.  They enjoyed watching the presentations and found it more engaging. 

Currently, we are working on podcasts before we transcend into using Maxon Cinema 4-D.  Podcasts and vodcasts will be the final background skill that we develop before we move into full scale animation.  I can't wait to see what the students do with Maxon Cinema 4-D.

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.