8 Ways for Students to Reflect on Their Learning

“Students Collaborating” by Greg Anderson Photography / CC BY 2.0

How do we know our students are truly learning? Teachers often use tests and essays to gauge student achievement. And although these methods are useful ways to measure student performance, they place most of the responsibility of analysis on the teacher. What if students were also involved in actively analyzing their mastery?

In my classroom, student reflection is regularly woven into each unit of study throughout the year. Below are eight ways I’ve found to encourage and promote this very important cognitive skill.

1. Blogging

All my student have their own blog, and in addition to writing on topics of their choosing, I often also ask them to write about what they’ve learned from  a lesson I’ve taught. My prompt usually includes variations of the following questions: After studying this unit, what conclusions can you draw? What do you think of the ideas and skills we covered during our lesson? What do you think about what you learned? Did you find these lessons meaningful or valuable? Why or why not? To learn more about incorporating student blogs into your teaching, check out my post “How to Inspire a New Generation of Writers Through Blogging.”

2. Websites

All my students also have their own website, which is  a great way to showcase the projects they’ve worked on in my class. For each assignment they add to their site, I ask them to write a short paragraph of explanation and reflection. Because I teach in a G Suite for Education district, my students use Google Sites, but there are also many beautiful website builders like Wix and Weebly that students might find equally easy to use.

3. Padlet

I love Padlet, a virtual bulletin board where students can share ideas and crowdsource information. If building a website seems a bit daunting, then Padlet is a great alternative — it’s very easy to use. Students can post their projects on a Padlet and reflect on what they’ve learned.

4. Google Slides

Google Slides is not just a tool for creating presentations, it can also be used as a digital book. Think of each slide as a page in a book, and you get the idea. Students can upload or import each assignment into a separate slide, and write a short explanation for each one. With lots of fonts, colors and layouts to choose from, a reflective paragraph never looked so pretty.

5. Google Forms

What better way to keep things quick and simple than by collecting reflective responses in a Google Form? I love that Google Forms populates all responses into one spreadsheet. No need to click on 175 different files to read 175 paragraphs. You can also use the same form throughout the year to have students reflect on different assignments, since all responses are timestamped. Below is an example of a form I use in my class for this purpose.

6. Google Classroom

When I want my students to write a short paragraph, I often turn to Google Classroom. Using its “Create Question” feature, I can quickly ask my students a reflective question, and they can post their replies. I can also decide if I want their answers to be viewable by only me, or if I want them to read and respond to each other’s ideas. What better way to promote reflection than to have students interact and evaluate each other’s responses?

7. Screencasts

Not only is screencasting a fantastic tool for reflection, it promotes fluency skills as well. Students can open a digital assignment on their computer and record themselves talking about what they’ve learned from the lesson as they show the project on their screen. Some popular screencasting tools include Screencastify, QuickTime, Explain Everything and PowerPoint 2016. This list includes both free and paid software. Some are Web-based or specific to Mac, iOS or Windows platforms.

8. Student-Designed Assessments

Since last year, I have given my students the option of designing their own assessments. I first ask them to consider what skills and content they learned from a particular unit. For example, after reading Martin Luther King, Jr.’s “I Have a Dream” and Dolores Huerta’s “Proclamation of the Delano Grape Workers for International Boycott Day,” I asked them to reflect (in small groups) on their takeaways from the lesson. They replied: “We learned many rhetorical strategies and how they help make a speech powerful and convincing.” They also realized that “words are as powerful as actions,” and “problems can also be solved without violence.” After pinpointing the goals of the lesson, we craft a rubric together to identify the criteria that will be used to evaluate their assessment. Students have fun working on this project, and I love seeing their creativity.

A Reflective Classroom

As a teacher, I want my students to become independent learners and critical thinkers. I truly believe that in order to learn, one has to be reflective. If you have found ways to encourage reflection in your students, please share your thoughts in the comments below.

Originally published on KQED's "In the Classroom" blog. Reproduced courtesy of KQED.

Pause Before Downloading: Rules and Resources for Reusing Digital Content in the Classroom

“Duke Ellington Visit” by U.S. Department of Education / CC BY 2.0

“Why can’t I use this picture?” This is a question my students often ask whenever they are looking for images on the Internet for projects they create in my class.

My response is always this: “If you go into a store and you see merchandise you like on the sales floor, can you take it without paying for it?”

In this era of digital media, where almost everything is searchable and downloadable, it’s easy to see why students, and even teachers, think that it’s perfectly fine to reuse another’s creator’s work. However, this is not always true.

Myths and Facts

Let’s look at some commonly held misperceptions of copyright law.

Myth No 1: You can always claim fair use.

Fact: Fair use isn’t a legislative right, it’s a legal defense you can use in a court of law. However, that doesn’t mean you will avoid legal repercussion simply by using this argument. To learn more, read Harvard University’s guide on copyright and fair use.

Myth No. 2: If it’s copyright protected, then you can’t use it.

Fact: The creator of the work owns the copyright. If you are able to obtain permission from the creator, then you can reproduce it.

Myth No. 3: It’s not copyright protected because it doesn’t say that it is.

Fact: It depends on when the work was originally created. Copyright laws have been amended a few times over the course of the 20th century, so you’ll have to check the work in question. However, as of March 1, 1989, all work is automatically copyright protected, and a copyright notice isn’t necessary for work to receive this protection. The United States Copyright Office explains this in more detail here.

Myth No. 4: As long as you cite the creator of the work, you don’t have to worry about copyright.

Fact: Citing work avoids plagiarism, but you can be in danger of copyright infringement. Check out this explanation from Duke University Libraries’ Web page for further clarification.

Solution

How can students incorporate media into their projects without violating copyright laws? Luckily, there are three options:

1. Use creative work that is accompanied by a Creative Commons license. Creative Commons is an organization dedicated to helping creators share their work with the world. People who publish their work with a Creative Commons license are allowing others to reuse their work on their terms.
2. Use work in the public domain. These creations are not subjected to copyright laws because either the copyright has expired or the creator has decided to give up his or her rights to the work. In the latter example, creators will declare this on their work.
3. Create original work. Students are incredibly creative. Depending on their talents and inclinations, they can create hand-drawn illustrations, make their own computer graphics or take their own photographs. With the right digital tools, students can create their own original videos, music, images or audio.

Project Resources

I’ve gathered a few resources for students to use when incorporating media created by others. Don’t forget to tell students to verify the usage rights of all works before using them. In addition, keep in mind that when searching on the Internet, there is always the potential to come across inappropriate content. Before using any of the following search engines, check that it has been vetted by your school’s content filters. Also, tell your students to turn on SafeSearch — if it’s an option on the website.

1. Creative Commons Search allows you to search for Creative Commons–licensed images, videos and music.
2. Google Advanced Image Search allows you to filter your search, by image size, aspect ratio, color and more. The most important thing to remember is to scroll down to the end of the search fields and choose the correct “Usage rights” option.
3. Pixabay is a website with many beautiful public domain images. Remember not to click on the sponsored links (those are not in the public domain), and you’ll find many great options.
4. Photosforclass is fantastic for the classroom. All photos are all Creative Commons licensed, filtered for appropriate images and come with an automatic citation when you download a photo.
5. Openclipart provides clipart that is all in the public domain
6. Flickr This link will take you to Flickr’s search portal. You must click on “any license” to filter for the correct license.
7. Wikipedia usually features work with Creative Commons license or those in the public domain.
8. Pics4learning states on its homepage that it offers “a curated image library that is safe and free for education. Teachers and students can use the copyright-friendly photos and illustrations for classroom projects, websites, videos, portfolios or any other projects in an educational setting.”
9. Foter has free stock photos. When choosing an image, users are guided through an attribution process that could be helpful for students.
10. Library of Congress is the government’s website of online prints and photographs.

Giving Credit Attribution

As with textual research, giving credit is always something we should teach our students. However, most students are unsure how to cite images in their projects. Though MLA or APA citations are appropriate for academic papers, these look clumsy in a project or in published media. When providing attribution, include the name of the work (if known), the name of the creator and the usage rights. Also, include hyperlinks to the creator and the Creative Commons license in the citation. Here is an example of how to cite images with hyperlinks: “Beach” by Sean MacEntee / CC BY 2.0. To download an infocard to show students how to include credit attribution, click here.

Time to Get Students Creating

In the 21st century, understanding how to properly use digital content is an essential skill. Following copyright laws isn’t difficult if students follow guidelines and use the right resources. Isn’t it time we showed them how?

Originally published on KQED's "In the Classroom" blog. Reproduced courtesy of KQED.

10 Ways to Use Google Hangouts to Transform Learning

My class "hanging out" with Education Secretary Duncan on Google Hangouts

In our world today, we can stay connected in unprecedented ways. Why just call or text when you can “see” someone who is hundreds or thousands of miles away? Even President Obama used Google Hangouts in 2013 during his fireside chat with the country. If you haven’t used Hangouts before, it’s time to examine the possibilities.

In education, using Hangouts is a great way to connect and collaborate with other educators without giving out your phone number. It’s a powerful tool for making connections, working collaboratively, and introducing the world to your students. Many educators have embraced Hangouts to enrich both their students’ learning experiences and their own professional development. Below are some ways educators are using Hangouts to step up the learning.

Make Student Connections

You can connect students with their peers from around the country, or even from abroad if time zone differences permit. Below are some ideas on how teachers are using this fabulous video calling tool in their classrooms.

1. Book Talks: Classes that are reading the same book or similar genres can discuss novels together and make book recommendations to one another.
2. Mystery Hangouts: In this activity, two classrooms video chat with each other but do not reveal their individual locations. Before meeting online, both classes research facts about their own state and create clues about their location. Then, each class takes turns asking “Yes” or “No” type questions in a race to solve the mystery. More details on how to get started could be found on my blog here. To find classes to connect with yours, visit the Mystery Location Calls Google+ Community or reach out to members of the Connected Classrooms Workshop Google+ Community.
3. Presentations: Give students an authentic audience. They can present their projects to other classes or adults. Recruit parents, community members, or career professionals to provide a captive audience for your students.
4. Project Collaboration: Classes that are studying similar themes or topics can collaborate on a project together in a way never possible before.

Bring in the Experts...For Free!

1. Guest Speakers: Inviting a speaker into the classroom has never been easier...or cheaper. Video calling enables anyone from around the world to “visit” a school. Also, as an added plus, Google Hangouts has the ability to handle up to ten people in a video call at once and up to fifteen using a Google Apps account. This means that there’s never a dull moment or radio silence during the call. Last year, my classes were able to participate in two amazing Hangouts on Air. We got to speak with Nobel Peace Laureate Leymah Gbowee and Education Secretary Duncan.
2. Virtual Field Trips: With video calling technology becoming more popular, many companies are now offering virtual field trips via Hangouts on Air, which is a public Google Hangout that broadcasts a live recording of the event. After the video call ends, it is archived on the host’s YouTube channel for anyone to view again later. Here are a few companies that are offering or (have recently offered) virtual field trips that could bring that out of classroom experience to your students: Learn Around the World, Exploring by the Seat of Your Pants, and SeaTrek.TV. Occasionally, announcements of virtual field trips from various members of the Connected Classrooms Workshop Google+ Community will be posted.

Learn and Collaborate from Anywhere

1. Virtual Classes: One year, we had one student at my middle school who progressed so quickly through his math studies that he was ready for Algebra II. Unfortunately, we didn’t offer this course on our campus, but we did at another school in our district. Thanks to Google Hangouts, this student didn’t have to transfer schools and, instead, he attended math class virtually and received all his instruction online.
2. Office Hours: Sometimes students need more one-on-one attention or perhaps they were absent and need to catch up on what they missed. Teachers can schedule Hangouts to hold virtual office hours to provide the assistance students need.
3. Professional Collaborations: With everyone just a video call away, educators can work on projects and share ideas with anyone around the world. Many educators have forged powerful connections (called PLNs) via social media platforms like Twitter and Google+, and they’re using Google Hangouts to learn together or to plan professional development events for educators like Edcamps and PLAYDATEs.
4. New Twist to Webinars: More and more, companies are turning to Hangouts on Air to host their webinars. It gives educators a choice: watch the webinar live and participate in a “Question & Answer” session with the presenter or watch it later at one’s convenience. A great example of this is the webinar series from Imagine Easy Solutions.

The possibilities of using Hangouts in education are endless. How will you transform your learning and the learning of your students?

Abbreviated version of this post was originally published on WeAreTeachers.

Creating an Environment That Discourages Plagiarism

Image Credit: Shelley Shott, Intel Free Press / CC BY 2.0

Why do students plagiarize? Most of the time it's probably due to two reasons: they don't know how to properly cite their sources or they don't know what to write.

In my English Language Arts class, my students are constantly writing. It may be blog posts, essays, or speeches. In previous years I've never had access to Turnitin to check for plagiarism, and even though my district has decided to subscribe to this service next semester, I don't plan to change my approach to teaching writing. This is because I prefer to be proactive, rather than reactive. So how do I know that my students are truly the authors of the work they call their own?

First, my students start and complete most of their writing in class. When given time to write, there is less inclination to cheat.

Second, I scaffold them throughout the writing process. If it's an essay, we brainstorm the ideas in class, and we crowdsource the evidence they need to support their opinions. I have students post their thesis statements on Schoology's discussion platform or using the "Create Question" feature in Google Classroom. Then, my students agree or disagree (respectfully, of course) by either supporting or refuting the posted thesis statement with evidence from the text. This natural dialogue helps them practice their arguments before they even start to plan the essay.

Third, my students brainstorm their essay on a mindmap. As they work, I confer with each one of them and discuss where they are going with their ideas. We use Google Slides or an essay planner on Google Docs to map out their essay. Though I could simply insert comments, I prefer to talk to them face-to-face. They appreciate the personalized attention, and I always get an appreciative "thank you" at the end of our conversations. If I run out of time in class, then I will resort to written comments.

Next, students write their essays on a Google Doc, using the information from their mindmaps or essay planner. As they write, I set up opportunities for students to give each other feedback. I instruct them on which specific criteria to focus on and how to give each other formative feedback. As they work on this, I also monitor their essays, jumping in as necessary to provide even more feedback.

After this process, students revise their essays based on comments they've received. When this draft is finished, I give them a self-assessment to complete. Then, they have the opportunity to revise their essay once more before turning it in. For each step of their writing process, I provide scaffolds and feedback for their writing.

After all the planning, drafting, and conferring in class, there is no need to plagiarize. From this point on, it'll take more work for students to look for someone else's work to copy.

If we equip our students with the skills they need, give them the time to write, provide them with our guidance, and cultivate the support of their peers, there is less incentive to plagiarize. However, I didn't take this approach to teaching writing because of plagiarism. I use this method because I believe in scaffolding and giving my students the tools they need to succeed. The decline of plagiarism was just a byproduct of this approach to writing instruction.

The 9 C's of Digital Literacy

Today, at my keynote for the California League of Schools Annual Conference North, I will be discussing what I perceive to be the 9 C's of Digital Literacy and how to integrate these skills in a Common Core classroom.

We all know that our digital natives are very at ease with technology. In fact, they’re in love with it, but does that automatically make them digital proficient?

When I originally pondered this question, I began to realize that the 5 C's often discussed in education today - communication, collaboration, creativity, critical thinking, and citizenship - needed to be expanded to include these other areas as well: curation, copyright, character and connectedness. I believe that these digital literacy skills are essential for success in today's modern world. It’s more important than ever for educators to teach students how to become digitally literate so that they will be successful in their lives and careers.

To share the "9 C's of Digital Literacy" on Twitter, click here. To download a PDF copy, click here.

Reaching New Heights in Learning

How do you deal with that anticlimactic lull that you inevitably feel after spending three fantastic days at the Annual CUE Conference in Palm Springs? The answer is simple. You stay for the CUE West Coast Summit Featuring Google for Education (GIEWC), of course!  

Circle of Friends #selfiewithselak

The GIEWC Summit, which took place on March 22-23, was a high-energy, fun-filled conference hosted by CUE, and it was one of those must-attend events of the year. CUE, co-producer of the Google Teacher Academy, sure knows how to satisfy your desire to become a Google Apps ninja in the classroom.

On Saturday, the GIEWC Summit kicked off with a keynote from the amazing Vint Cerf, one of the founders of the Internet. Cerf is the reason why we use the phrase “surf the Internet” when going online because “Cerf” is pronounced “surf.” Vint Cerf showed us a map of the Internet, and it was so intricate that it left me in awe of how much we take for granted.

(L to R) Beth Fisher, Kara
Lawler, and Kimberly dos Santos

After the keynote was the shred sessions, where all the speakers gave a 90-second pitch of their presentations so that attendees could more accurately plan out their schedule the next day. All presenters enthusiastically showed off their talents and kept the audience engaged with their various styles. One particularly humorous moment occurred when Scott Moss asked, “Do you like to party?  If so, then you might not make it to my hangover session tomorrow,” as he jokingly referred to his 7:45am session on Sunday.

The next day, all sessions were in full swing as attendees filled the rooms, fully ready to embrace more new knowledge. You really have to applaud these educators who were so willing to give up their Sunday to soak in more professional development. These are the real rock stars in the education world!

Following the entertaining shred sessions, CUE really brought out the white-gloved service as we all meandered over to the East Lawn for some appetizers. It was a wonderful way to unwind and socialize with other attendees after spending three mind-blowing days at the CUE conference.

The sessions at GIEWC Summit were all taught by Google Certified Teachers and/or Google Apps Certified Trainers. The sessions offered ranged from Kate Petty’s fantastic smorgasbord of Project-Based Learning ideas to Diane Main’s “Drawing: No Longer Drive’s Ugly Stepchild.” Some super cool hacks were also shared, like when Danny Silva showed how to create a QR code for a Google calendar event that will automatically add that event to your own personal Google Calendar. Everyone oohed and aahed over Brandon Wislocki’s trick of adding hotspots in Google Drawing.  If you wanted to learn about Google scripts, then JR Ginex-Orinion had you covered, and if you want to fully utilize YouTube’s many functions then Lisa Highfill showed you how to do it right. I presented on “The Google-Powered Classroom,” showing how I use Google Apps to meet the literacy and technology standards required by the Common Core.

I heard many compliments from the attendees on the concurrent sessions I missed that I truthfully wished I could’ve gone to every one. Where’s Hermione Granger’s Time-Turner when you need one? Even as a Google Certified Teacher, I don’t presume to know every hack, and I’m always pushing the boundaries of my own knowledge. To me, it isn’t just about the technology tools, but how different educators apply them in a classroom setting.

After a full day of intense learning, we all gathered for Demo Slams from the presenters. Bill Selak showed the audience how to find and curate artwork, historical events, landmarks and digital exhibits with the Google Cultural Institute. Sean O’Neil demonstrated how to use the Color Picker Eyedropper Chrome extension and in his words “… how it makes us designers instead of just ‘posters’.”

Then the conference ended on a high note as Jaime Casap, Google’s Global Education Evangelist, shared his wisdom in the Closing Keynote. He challenged us with the question, “When did collaboration become cheating?  Working together is important.” Casap also stated, “Technology is not the silver bullet.  It’s there to support and enable students.” Before he left the stage, he graciously took questions from the audience. Mike Lawrence, in true geeky-style, threw out a Catchbox, a wireless microphone enclosed in a soft cube, to audience members so that they could participate effortlessly.

The GIEWC Summit definitely left you with many brain-overload moments that all educators should experience. Not only was it very fulfilling in a geeky sort of way, it was also way too much fun, as evidenced by the candid photos that surfaced from this event. Conferences should never be dull. If the GIEWC Summit returns next year, I’ll be there. Will you?

This post originally appeared in the CUE Blog on April 20, 2014.