H5P Practice
Canva movie practice
Mitosis vs. Meiosis by Sean Robinson
Professional Learning
Climate Action Reflection
Reload document 
Open in new tab Pro D Reflection
Great Pro-D. It causes me to think about how familiar I am with the I-statements of the Core Competencies. Should look through them more and connect them with other Science 9 activities I do.
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Riverside Secondary – Innovation at Work
Student created video shows where a school can go with its use of technology. Riverside Secondary in Port Coquitlam British Columbia shares what they have been able to do by going one to one. Each student has a digital portfolio that is used to share learning. Students are able to find their passions as teachers open the doors to personalized learning.
Adding a Youtube Video to Your Blog
oHere is how you can add a Youtube/Vimeo video to your blog.
Hope this helps
Seth Godin & Tom Peters on blogging
Authors Seth Godin and Tom Peters share why blogging is a no-brainer.
If blogging works for these two, it can work for you.
Who needs a digital portfolio?
”We’d love to have you. Think about what’s best for you and your family and let me know.”
Those were the words I heard as I sat across the desk from the principal. The interview had been short. It didn’t start with the usual “tell me about yourself” kind of questions. It was like he knew me; and he did. We chatted; then he offered me the job.
And with that interaction, I was sold on the digital portfolio.
I had never sat down with this individual before. A little homework, though, and my educational blog surfaces. On it, one would find the teaching practices I was learning about: flipped learning, project-based learning, bring your own device. I would like to think it paints me as a connected educator, a lifelong learner, a reflective practitioner. It would share my interest in the teachings of Gordon Neufeld, William Kilpatrick Heard, even George Couros. It would show that I’m learning about social emotional learning and digital citizenship. I’m interested in these things yet trying to know more.
My posts would have response comments from educators all around. The comments would show educational conversations that took place in response to the ideas in the posts. The digger would see how others have reacted to my thoughts giving insight into the professional relationships I was forming.
A little more digging and one would see my twitter account. Reflective quotations, friendly banter, thoughtful questions. It would contain photos, videos and statements of inspirational ideas, of complex inquiry, of attempts to make clear some difficult concepts. It would show my responses to educational chat questions.
My Slideshare account would show slides for the workshops I have done. My Youtube account would have Math and Science teaching videos. Even more digging and one might also find articles written for educational companies or magazines.
This rich mosaic shares a picture that I couldn’t paint in a 40 minute interview, nervous and out of breath.
Some have happened upon my digital footprint and caught up with me. Some have offered me opportunities; some have even offered me consulting work.
I tell this story as we put a bow on one year while unboxing another. A whole new grade level at our school will be dealing with BYOD and digital portfolios. And the question some of the staff will ask is why. Why use these tools? Isn’t blogging just another add on? Isn’t the proverbial pendulum about to swing?
For me, blogging goes hand in hand with passion and purpose. It is inseparable from my career. It got me where I am today. It helped make me into who I am today. I want to share that with my students.
What does a digital portfolio mean for students?
– It is a stage to share learning.
– It is a place the receive feedback on that learning from anyone
– It shows progress and development.
– It allows students to take charge of their digital footprint.
Who needs a digital portfolio? Everyone.
By the way, if it wasn’t obvious, I took the job. Hey, I had done a little digging myself. I liked what I saw and that made the difference.
Flipclass 2.0
In my previous #flipclass post, Four ways to make your flipclass awesome, I shared four ideas that I had at the end of a term of my first class flipping experience. These were not ideas I had done and tested, but more, thoughts that I had about what I should have done and committed to do in the next term. In keeping with my Cut the Cool Card philosophy, I was pretty open about the need for much more work done on my videos and better communication with parents. In fact, I made four claims about how to make the #flippedlearning experience awesome:
1) Make concise engaging videos
2) Start the year with the students creating the videos
3) Create an online culture of questions and learning
4) Make a flipped class parent video
What follows is my work on each of these points since that post:
Make concise engaging videos
I have begun to really hone in on the concept I would like the students to get from the video. The video that follows is less than 3 minutes long. I explain the concept I’m teaching, share some visuals and a question, explain the answer, and get out.
An example of my Flipclass videos to date: Referents in Measurement
I am hoping that I can continue keeping the videos short and relevant.
Start the year with the students creating the videos
This next point is really the kicker of this blog. I carved time out of a busy provincially examable course to have students make their own videos this term. It was well worth it.
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One of the many student videos; this one is on trigonometry
First, seeing these students wrestle with finding screencasting apps and editing video was great. I watched as students solved issues around recording, editing, and presenting. I loved seeing the variety of apps the students used. I asked them what resources they used to make their videos and this is what they told me:
But second, as students participate in the video-making process, they become co-creators of the online learning space. They take more ownership of the class and I am hoping get more involved in watching and commenting on all the videos…including the ones I have made for them. This to me is Flipclass 2.0.
Create an online culture of questions and learning
The idea around creating a quality online culture is still something that needs some work. At this point, I use Edmodo to deliver the videos. I have students watch them and then then make a comment back to me. I have always hoped that the comments would create conversation among the students. Unfortunately, the dialogue has only been between the student and myself. I would love to hear any suggestions as to how other educators foster this.
Make a flipped class parent video
Often my blogs become commitments. If I share it here, it makes it tough for me not to at least make an attempt. So I followed my own recommendations and made a parent video. I thought to have it fulfill a couple of needs, not only explaining what the Flipped Classroom is but also what it looks like at home. Here it is below:
Parent video on Flipped Learning
I put a QR code on the course outline that I handed out Day 1 to be signed by all the parents. The code led to this video. Although I didn’t get much feedback from parents about it right away, I knew that it “got out there” when I was talking to a parent. “We’ll see how this flipped class goes” was her comment. To me, regardless of the parent response at this stage, I at least have had a chance to give my side of the story, to set the tone.
So that is where I am at today: my version of Flipclass 2.0. And I’m excited to see what Flipclass 3.0 is as I keep at it!!!