Productivity Tools

The productivity tool that I have used for at least 2 years is Google Keep.  I use it to keep track of different lists.  I like it because I can customize lists with colors and pictures or symbols.  Some great features include being able to share a specific list with others, it’s accessible on your phone or computer, and within the app, I can have different accounts.  For example, I can keep lists associated with my personal gmail account separate from my community service gmail account.  Now, I can also add lists for my district “121” account if I wanted to.  

I have the option to create lists with check boxes next to each item.  That enables me to easily check off items as they are completed (or purchased if it’s my grocery list!) and those items automatically drop to the bottom of the list.  Or I have the option to write text in a paragraph form. I use this option if I am recording ideas for lesson plans or writing prompts.  

A new tool that I have chosen is Readability.  I found it the most useful when gathering websites and information for argumentative or informative essays.  The Google extension cleans up a website so that it can be easily printed or shared in a google classroom assignment.  I will continue to use it because not only does it capture the most important information on a website, but it actually makes the text itself easier to read by changing it to a larger and more consistent font.  Readability also automatically saves the articles I create, so I don't have to search for hard copies from year to year or hope that I can find/remember the same credible websites. 

Episode 2 Lost in the Clouds

Since this was the first time the students worked with Tagul, their first task was to create their own word clouds to describe themselves.  Several students enjoyed all of the different variables possible to continue changing the cloud beyond font and shape.  Others were overwhelmed.  Mr. Hall and I had not planned to have the students upload their Tagul images onto Seesaw, but in the moment, I decided it would be a good task for Justin-I'm-Already-Done to keep him busy.  I showed him how to save the image and upload it to Seesaw.  Then as others finished, he helped me teach them what to do next. They enjoyed this opportunity to share with the class and were proud of their artwork and expressions. Now we have more evidence of their progress on Seesaw and the students will be able to look back for themselves.

Next, their task was to create a word cloud specific to their group’s topic(s).  (Samurai & Shogun; Shintoism; Buddhism) The students had discussions about what words described their topics and which were unique.  Some groups discussed how the words would be explained within their Google slides presentation.  They explored different ways to change the cloud image and colors.  Groups debated if they should have a representation that was very colorful or one that reflected more of the colors associated with samurai, Japanese religion, etc. One observation was that the word cloud was “too flashy to go on our slide.”

The entire time for the lesson was about 40 minutes.  Most were able to finish within this time, but some groups did not come to a decision about their final product to add to the slides presentation.

Episode 1 The Teeter Totter

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For the full effect click here: Episode 1...Teeter Totter

I believe the only times I have ever been on a teeter-totter were in Japan, and now I can Seesaw with students! :-)

Seesaw is frustrating!  However, I can see the benefit of students being able to read and comment on each other’s posts.  I don’t find it to be as user friendly and intuitive as other apps.  A majority of the students needed help and reminders on how to post and how to interact with Seesaw, which I haven’t witnessed with other programs that we’ve introduced to the students.  By now, I expected that more students would be experts able to guide others; this further convinces me that Seesaw’s interface is too much of a learning curve.  I love the fact that you have to approve all student posts before they are visible to everyone, but it can become daunting when you have “34 unapproved items” waiting on you and students eagerly waiting to see their posts appear.

We used Seesaw as a pre-assessment. The students were given 10-15 minutes to record all of their thoughts.  I was interested to see what they would write because we started the year learning about Modern Japan, with a brief lesson on history and religion.  Since I am not usually in the class during social studies, I was not sure how much more exposure the students have had to historical aspects of Japan. It is beneficial to have these posts all in one place so we will be able to easily look back at where each student started.  I know that if the students had traditional KWL charts, most of them would be lost by the time we get to the “L”!

Once everyone relearned how to write their own post, a majority of them enjoyed the experience.  Some were frustrated because they were somehow kicked off the site and had to start over.