Monday, June 27, 2016

Introduction

Good morning everybody. My name is Peter Paccone, I am a San Marino High School Social Studies teacher and the title of my presentation today is Three Great Ways for Teachers to Get Their Students to Blog.

Before digging in, I'd like to introduce you to Laura Bradley. Laura  is an extremely talented . . .

. . . Kenilworth Junior High School teacher.

When it comes to her classroom, Laura accomplishes so much but what she is most known for is her ability to bring before her students a large variety of interesting, informative, and engaging learning activities . . . and all this, in the most innovative ways imaginable . . . hence all the honors and awards that she has received over the course of the past several years.

In any event, at the start of the 2015-2016 school year, Laura said to me, "If your students are writing, “I challenge you to move that writing to blogs. And if your students aren’t writing, blogging is one way to get them to write."

With that in mind, I went to work and by year's end had formulated the following recommended approaches for teachers aiming to get their students blogging.

In other words, I think that if teachers want to get their students to blog, then teachers must first ask themselves “what kind of blog do I want my students to produce?”

Regardless of grade and/or student ability, there are, as far as I can tell, at least three great answers to this questions.

There’s the:
  • Event in History Blog
  • Project Based Learning Blog
  • Learning Game Blog
In the next thirty minutes or so, I’ll describe each of these, with the bulk of my time spent on the Event in History Blog (it's the one that's most applicable to all grade levels and any subject matter.)

Along the way, if you have questions, please feel free to ask.

With whatever time we may have left over, I’d like us all, together, to not only create a blog but then to also do some blogging of our own.

* * * * * * * * * * 
* * * * * * * * * *  * * * * *
* * * * * * * * * * * * * * * * * * * 

Saturday, June 25, 2016

The Event in History Blog

The Events in History Blog provides students with an opportunity to blog about an event in history from many different angles.

A great example of this kind of blog is . . .

. . . The Vietnam War Blog. This blog was created by the students in my US History course this past summer.

Click here to view The Vietnam War Blog.

Before moving forward, let me have you all access and scroll through The Vietnam War Blog for just a second. To view the blog in its entirety, be sure, when you get to the bottom of each page, to click where it says "older posts."

As you can see from scrolling through the blog, this blog consists of many different sections, each section providing students with an opportunity to explore the Vietnam War from a different angle.

There's, for example, something called the interview section, and the video conference section, and the story worth sharing section. Many other sections too.

I'm now going to describe each of these sections for you.

The interview section of the blog provided students with an opportunity to conduct interviews of San Marino teachers and residents that lived during the war

Various individuals interviewed by the students included:
  • Bill Mann - an SMHS Computer Applications teachers and one who served on a destroyer during the Vietnam War. In the interview, Mr. Mann described what it was like coming home from the war. "Nobody thanked you," he said. "Nobody cared that you were in the service. It was just a thankless war."
  • Scott Barton - a resident of San Marino who was 13 years old and living in Vietnam at the time of the Tet Offensive. In the interview, Mr. Phan recalled how his family had left their house at the start of the offensive, staying with his grandparents a mile away in a home protected by sandbags.  Mr. Phan returned some weeks later to bullet-pockmarked walls in his own home.
  • John Ly - a San Marino resident and father of Ben Ly, the student who conducted the interview. In the interview, father Ly told his son about what it was like to live just outside of Saigon when American helicopters fired down onto the enemy. It looked like the American helicopters "were peeing," he said. 
  • Dan Clarke - also a resident of San Marino. Mr. Clarke described how he too was able to escape the draft, by going to college and serving in the reserves. Mr. Clarke closed off the interview by describing how after the war he went into the Air Force and ended up flying turboprop planes onto the deck of aircraft carriers.  
  • Don Phan - also a resident of San Marino and one who was 13 years old and living in Vietnam at the time of the Tet Offensive. In the interview, Mr. Phan recalled how his family had left their house at the start of the offensive, only to return to bullet-pockmarked walls. Thereafter, Mr. Pahn was raised outside of Saigon by his grandparents, in a home that was surrounded and otherwise protected by sandbags.
  • Rick Caldwell - also a resident of San Marino. Mr. Caldwell not only served in the army during the Vietnam War but won a Purple Heart. Mr. Caldwell brought the following items to his interview: many great photographs of his time in Vietnam, his silver steel pot (aka his helmet), his wallet, various letters that he received from his family, etc.
  • Jim Schuman - also a San Marino resident and recipient of a Purple Heart Award. Mr. Schuman describes in harrowing detail a night of battle that neither he nor the reader will ever forget.
For the sake of the interview, students were required to use the StoryCorps smartphone application program.

If you haven’t yet heard about this and/or had your students use the StoryCorps app, I can’t recommend it highly enough. To learn more about the StoryCorps App, click on the below

Let’s Make History . . . By Recording It (a TED-Ed Lesson)
A TED-Talk: By David Irsay, the Founder of StoryCorps.

Here’s how the Rick Caldwell interview ended up looking. To give you an idea of how it sounded, I’m now going to play a few seconds of the interview.

Click here to hear the Rick Caldwell Interview.

Side Note:
The below contains some of the photographs along with photographs of some of the items that Mr. Caldwell brought to the interview.

Rick Caldwell 

Interviewer Courtney McCall wearing Mr. Caldwell's helmet


Another section of the blog, the story worth sharing section, provided students with an opportunity to tell a story that relates to an iconic photograph taken during the Vietnam War.

Here’s one iconic photo, the Kent State shooting.

And here's another, Muddy Tears.

Here’s more, this one called Flower Child.

And here’s probably the most famous of all, it’s called Burst of Joy.

Each of these photographs (student-generated research revealed) had great stories behind them, stories that are definitely worth sharing

To tell these stories, the students were required to use Google Slides to produce the script. The script then had to be submitted to plagerism.com, with scripts receiving a score 90% or better in terms of uniqueness then turned into a Movenote presentation. Completed Movenote presentations were then uploaded to the SMHS TED-Ed Club Channel.

For those who want to know more about the Movenote application program, you may want to read an article I wrote for Edutopia.org and entitled A Great Way to Use Movenote in High School History and Other Classes.

Click here to read the article A Great Way to Use Movenote in High School and Other Classes.
 Here’s how the Burst of Joy presentation looked when completed. Click here to hear the interview.

And here’s how the Flower Child presentation turned out. Click here to hear the interview.

Another section of the blog provided students with a chance to engage in a video conference with someone who lived during the Vietnam War.

This is a photograph of Natalie Lortz, an SMHS student who recently video conferenced with Miki Nyguen. And who is Miki Nyguen . . .

The answer can be found in an excerpt from the movie Last Days in Vietnam. This excerpt is entitled One by One - We Jumped Out.

Click here to view the video clip One by One - We Jumped Out.

Side Note:
If you haven’t yet experimented with video conferencing technology, it’s a great way to get your students to connect with:
  • People discussed in the textbook
  • Book authors and/or journalists
  • Museum curators and/or staff
  • Subject matter experts
  • Students from other schools
  • Adults willing to hear student end-of-term presentations
If you want to learn how and when to use video conferencing technology, you might want read an article I wrote for Edutopia.org. The article is entitled Using Video Conferencing Technology to Connect Students to the World-at-Large.

Click here to view the article Using Video Conferencing Technology to Connect Students with the World at Large.

Another section of the Vietnam War blog provided students with a chance to not only answer a fundamental question about the war but to also see how others answer that question.

The question - Do you believe that sending Americans to Vietnam was a mistake?

To see how it all worked, I’m going to give you a second to do as the slide above directs.

Click here to access the Poll Everywhere Survey.

Side Note:
If you haven't yet used Poll Everywhere and want to learn about some great ways to use this live-time-survey-application program, you might want to take a look at an article I wrote last year for the Poll Everywhere website. The article is entitled Great Ways to Use Poll Everywhere.

Click here to view the article Great Ways to Use Poll Everywhere.

Another section of The Vietnam War Blog that I want to focus your attention on is the section that provided students with an opportunity to write a letter to the class with the student-letter-writer assuming that he/she had lived in Vietnam during an important time in the war. 

As you can see from the text appearing on the slide above, the letters that the students wrote came from a number of different perspectives, as well as from a number of key points in the war.

The two final sections of the blog that I want to direct your attention to . . . one provided students  with an opportunity to write a review of a movie that is set during the Vietnam War . . .

The other section provided students with an opportunity to review a book that describes the war.

Side Note:
The book Nam Moi was written by San Marino resident Charlene Lin Ung and describes how Charlene, then known as Nam Moi, and other members of her family managed, under the cover of darkness, to escape Saigon in November of 1978.

Their goal - to reunite with the four oldest children sent ahead to the United States, but first, they must evade ruthless communist patrols and otherwise overcome a number of other life-threatening obstacles.

The book is subtitled A Young Girl’s Story of Her Family’s Escape from Vietnam

* * * * * * * * * * 
* * * * * * * * * * * * * * *
* * * * * * * * * * * * * * * * * * * 

Friday, June 24, 2016

Activity #1

Before describing the two other kinds of blogs mentioned in my introduction, the Simulation/PBL Blog and the Game Based Learning Blog, I'm now I'd now like to ask a question of all of you in attendance today.

That question  . . . if you were to have your students create a blog . . .

  • What class and grade would your create this blog for?
  • What would be the title of this blog?
To get the ball rolling, here's something for you to think about. Prior to today's presentation, I asked several local high school science (Physics and Chemistry) teachers this very same question and they came up with:
  • The Chernobyl Blog
  • The Challenger Disaster Blog
  • The Deepwater Horizon, Gulf of Mexico Oil Spill Blog
  • The Search for Life on Mars Blog
  • The Sputnik to Apollo 11 Blog
  • The Genetically Modified Organisms Blog
  • The Manhattan Project Blog
* * * * * * * * * * 
* * * * * * * * * *  * * * * *
* * * * * * * * * * * * * * * * * * * 

The Simulation/PBL Blog

The Simulation/PBL Blog is a blog that first requires students to engage in some kind of simulation and/or PBL and then has students (1) showcase their engagement and (2) describe any/all thoughts the students had related to the simulation and/or PBL. 

I personally define a PBL as anytime students are given an opportunity to solve a real-world problem.

A great example of the Simulation/PBL Blog is a blog that my US Government students produced last year.
This blog was entitled The Mock US Supreme Court Hearing Blog and, as the titled suggests, first required the students to engage in a mock US Supreme Court hearing.
The question before the court - whether a school district that prohibits Sikh school children from bringing a metal bladed kirpan onto school grounds violates the Sikh school children’s first amendment right to exercise their religion freely?
Click here to view The Mock US Supreme Court Hearing Blog.

For those wanting to learn how to conduct a mock US Supreme Court Hearing, you might want to read an article I wrote for Edutopia. The article is entitled A Mock US Supreme Court Hearing: The Metal Bladed Kirpan and the Free Exercise Clause.

Click here to view the article A Mock US Supreme Court Hearing: The Metal Bladed Kirpan and the Free Exercise Clause.
* * * * * * * * * * 
* * * * * * * * * * * * * * *
* * * * * * * * * * * * * * * * * * *

Thursday, June 23, 2016

The Game-Based Learning Blog

The Game-Based Learning Blog first required students to play a learning game (preferably digital). The students then post their results to the blog. With this blog, the students are also given an opportunity to address a number of questions related to the game's subject matter. 


A great example of a Game-Based Learning Blog is a blog that my US Government students produced last year. This blog is entitled The iCivics Blog.

Click here to view The iCivics Blog.

The iCivics Blog, as the name suggests, first required students to play one or more of the iCivics computer games. The game of choice - Win the White House. 
Click here to view the game Win the White House.

After playing the game, the students posted their scores to The iCivics Blog. They then answered a number of questions related to the presidential election process.

Side Note:
When first introducing the iCivics games to my students, I share with them the iCivics website.

Click here to view the iCivics website.
There, iCivics lists, every three months, a handful of community service projects from Ashoka Youth Ventures. I have the students read the two-or-three sentence describing each of these projects and then I have the student play from their desks one of the games. Then when they are done, I tell them that they can donate the points that they have earned to the projects they like and that ICivics will donate $1,000 to the projects that receive the most amount of points. Of course, I expect them to indicate on the iCivivs blog which community service project they donated their points to and the reasons why.

Another Side Note:
Whatever you may think of game-based learning or instructional technology in general, I’d like you to take a second to think about the rapid speed at which digital technology is developing and the fact that the person who founded iCivics, Sandra Day o'Connor, is the first female to serve on the United States Supreme Court. 
In other words, given the fact that iCivics is headed by one of this country's truly great pioneers and that her iCivics exists today in an age of rapid technological develop, I want you to imagine the high-quality computer games that iCivics will most certainly bring to the educational forefront in the very near future.
We are but only at the beginning of the golden age of educational video games.
So give the games a go now or give them a later, but at some point, sooner than later probably, you will give them a go and, if not, certainly your students will. 
As a wise colleague once told me, “There's much value there.”

* * * * * * * * * * 
* * * * * * * * * *  * * * * *
* * * * * * * * * * * * * * * * * * * 

Wednesday, June 22, 2016

Activity #2

Now that I've described and given a good example of the Simulation/PBL Blog and the Game Based Learning Blog, I'd like to ask you a a few question.

Question #1
If you were to have your students create a Simulation/PBL Blog . . .
  • What class and grade would your create this blog for?
  • What would be the title of this blog?
Question #2
How many of you have ever provided your students with a game-based learning opportunity? And if you have, what game?

Question #3
How many of you, with today's presentation in mind, find yourselves in any way tempted to provide your students with an opportunity to blog about their game-based learning experience?


* * * * * * * * * * 
* * * * * * * * * *  * * * * *
* * * * * * * * * * * * * * * * * * * 

Tuesday, June 21, 2016

Final Word on Blogging

At the start of the 2015-2016 school year, when Laura Bradley first challenged me to blog, my only real goal was to get my students to write more.

But as things developed, I learned something and that is that I have come to define the term “blog post” as a piece of writing or some other item of content (image, video clip, iMovie, sound clip, etc.) that is intended for and otherwise appears on a blog.

Therefore, given my definition of the term "blog post," I believe that the true beauty of a blog isn’t just that it provides students with an opportunity to write, but that it also provides students with an opportunity to:
  • Demonstrate proficiency when it comes to a whole host of other all-important 21st Century skills, including collaboration, creativity, tech and multimedia, research, public speaking and publishing, among others. 
  • Produce a work that can be read and responded to by a wide audience. What a great motivator.
Other than that, a few final thoughts
  1. For all the blogs described in this presentation, a team of student editors was created to assure quality and consistency.
  2. As to the question of what did my students think of all this bloggin? To answer that question, one need only to look through any one of the three examples I have provided. No matter the number of extra credit points offered, students don’t produce work like this unless they find the work interesting, informative, and engaging.
  3. The approaches described were designed to provide students with an extra credit learning opportunity, but there’s no reason that they couldn’t be used as primary learning activities or extensions.
  4. Last year, I wrote an article for the Edutopia.org entitled Three Great Ways for Teachers to Get Their Students to Blog and in the comment section of that article, a number of educators, including at least one kindergarten teacher, shared links to how they have gotten their students to blog. See below for the comments.
Amanda
Great post! I have found blogging to be very rewarding and engaging in my third-grade classroom. My students blog about their reading and I usually post a new opportunity for each unit. I have seen an increase in writing length, quality and the care they take in responding/reacting to their peers. Here is ours: http://thirdgradereaders.blogspot.com/

Collmissionstats
Nice post, using a blog is a very good way to help student to learn so easily and now it's a very good method to communicate your student and allow them to put their views. Once again thank for this post.

Marilyn Yung
Thanks for this post! 2016-17 is my year for my students to dive into blogging. I'll use your ideas to do just that. Thank you.

NVradenburg
My K-1 class blogs using EasyBlog on iPads! We share pictures of our work. The EasyBlog app has an audio recording feature so students can post a picture and then talk about it. My students share their writing, math problem solving and reading this way. You can see our class blog at www.bit.ly/vburgblog

denisewebb
I teach my high school photography students to blog using Wordpress or Blogger. Here are some examples of their work. Some used the platform of blogging to create online portfolios of their work in class. Others used it for journaling purposes. I allow lots of freedom for students to learn independently and choose their projects, so blogging is an effective way for me to assess their progress.

Kaitlin Morgan
I've been having students blog for three years. Here are links to my students from this year:
11th - https://docs.google.com/spreadsheets/d/1y8vmZ...
Nikki Vradenburg
My classroom uses blogger or jrblogger. Some years we blog more than others, Just as we as adults tend to journal more some days than others. Peer edits to no edits. Remember third grade as you look and I encourage all writers to share!
http://boydsworld3.blogspot.com/

Mrs. Boyd
I started using blogging for an alternate to spelling homework. I went from 6 kids blogging to 16!! They loved it. Their writing improved vastly so did their grammar skills. Using google docs helped them because of the effective feedback I could give.

http://jjsecretagents.blogspot.com/?m=1

I teach my high school photography students to blog using Wordpress or Blogger.

Here are some examples of their work. Some used the platform of blogging to create online portfolios of their work in class. Others used it for journaling purposes. I allow lots of freedom for students to learn independently and choose their projects, so blogging is an effective way for me to assess their progress.

https://themargoat.wordpress.com/page/2/

https://kaysjournalblog.wordpress.com

https://thelamenfamis.wordpress.com

https://vickitioriaphotos.wordpress.com


I've also used blogging for interactive class discussions. This one is from a few years ago, but worked well for the assignment, and I continue to use this format. I used blogger for this one, but have also used Edmodo:

http://prpphotoclass.blogspot.com/2011/10/vie..