21 Things Portfolio Work Sheet - Symbaloo



21 Things Portfolio Work Sheet 8-14

For the following seven elements of the 21things, please use this document to complete the activities and include a screen shot of each. Your reflections should be a minimum of 150-300 words each. At the end of this document will be your capstone reflection related to all seven, which should be 2-5 pages minimum. Submit this segment of your portfolio as per the deadline given by your Agency Coordinator. Include additional pages where appropriate to attach additional information.

Make sure to include your name, district and time logged at the top of each element.

Participant Name: Nicole Boettcher_________ District: Van Dyke Public Schools _

Email address: _boettcher.nicole@_________________________________

Thing Name: Visual Learning _______ Thing Number: ___8___ Time Logged: 4

PRE-ASSESS

1. Before beginning this "Thing", complete the Pre-Assessment of your technology proficiency. Circle your score below.

|Proficiency Score: |Score |Score |Score |Score |Score |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

Complete the following activities for the Visual Learning portion of the hands-on activity for Thing 8:

2.  Create your own bubbl.us or gliffy diagram. For a gliffy diagram, you might consider including your creative commons copyright symbol. Take a screen shot and place it in your portfolio.

Insert a Screen Shot of #2 above:

[pic]

3.    Create a word cloud using Wordle or Tagxedo by pasting in the text from your reflection. Copy it and include it in the portfolio.

Insert a Screen Shot of #3 above: [pic]

4.    Write a paragraph on how these tools can be helpful in your setting and different ways you might use it with students and/or peers.

Reflections of #4 above: The bubbl.us website is amazing for outlining information in all content areas. I will have my science students outlining their notes and important information. My English students could use this tool to brainstorm a topic they are going to write about. I think they are going to love it. Plus I believe any time you rewrite or in this tool type in information you are giving the brain another opportunity to memorize the information.

I also really love the wordle application. It is just fun and makes you think about the information you see in the wordle. I think my students will think it’s cool too. I am going to have to talk to our tech department because for some reason it will not work at school. I can get to the site and paste in a paragraph of text but it will not create a wordle. It actually shuts the website down. I will be checking into why this is happening because I really want to use this too.

POST-ASSESS

5. After completing all of the activities for this "Thing", take the Post-Assessment of your technology proficiency for this "Thing". Circle your score below.

|Proficiency Score: |Score |Score |Score |Score |Score |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

Thing Name: Copyright & Creative Commons Thing Number: ___9___Time Logged: 3

PRE-ASSESS

1. Before beginning this "Thing", complete the Pre-Assessment of your technology proficiency. Circle your score below.

|Proficiency Score: |Score |Score |Score |Score |Score |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

Complete the following activities for Copyright & Creative Commons portion of the hands-on activity for Thing 9:

2.  After reading the information on the Official Copyright site and additional resources, create a 10 question copyright quiz for your students or fellow staff members. Once they have taken the quiz, summarize your findings on their understanding of the copyright law.

Summarize Findings/Reflections from #2 above: My fellow teachers knew very little about copyright laws. I have to admit I knew very little too. I know it makes me nervous when I copy pictures from the internet and using them with my class. So now I make sure that any pictures I copy are of public domain. The description of fair use seems to have so many vague meanings. I have a hard time knowing if I am actually violating a law. I found the Disney video helpful somewhat in clueing me into all the different laws. I didn’t know that that a copyright at one time was only 14 years and now it last the author’s lifetime plus 70 years. I also found that most of my colleagues didn’t know that once you write something down it is protected by the copyright laws. I think I may have educated a few people in my building about copyright laws!

List Questions 1-10 (include the answers) from #2 above:

1. What is copyright?

It is a form of protection grounded in the U.S. Constitution and granted by law for original works of authorship fixed in a tangible medium of expression. Copyright covers both published and unpublished works.

2. What does copyright protect?

Copyright, a form of intellectual property law, protects original works of authorship including literary, dramatic, musical, and artistic works, such as poetry, novels, movies, songs, computer software, and architecture. Copyright does not protect facts, ideas, systems, or methods of operation, although it may protect the way these things are expressed.

3. How is a copyright different from a patent or a trademark?

Copyright protects original works of authorship, while a patent protects inventions or discoveries. Ideas and discoveries are not protected by the copyright law, although the way in which they are expressed may be. A trademark protects words, phrases, symbols, or designs identifying the source of the goods or services of one party and distinguishing them from those of others.

5.) When is my work protected?

Your work is under copyright protection the moment it is created and fixed in a tangible form that it is perceptible either directly or with the aid of a machine or device.

6.) Do I have to register with your office to be protected?

No. In general, registration is voluntary. Copyright exists from the moment the work is created. You will have to register, however, if you wish to bring a lawsuit for infringement of a U.S. work. See Circular 1, Copyright Basics, section “Copyright Registration.”

7.) Why should I register my work if copyright protection is automatic?

Registration is recommended for a number of reasons. Many choose to register their works because they wish to have the facts of their copyright on the public record and have a certificate of registration.

8.) What is “poor man’s copyright”?

The practice of sending a copy of your own work to yourself is sometimes called a “poor man’s copyright.” There is no provision in the copyright law regarding any such type of protection, and it is not a substitute for registration.

9.) Is my copyright good in other countries?

The United States has copyright relations with most countries throughout the world, and as a result of these agreements, we honor each other's citizens' copyrights. However, the United States does not have such copyright relationships with every country. For a listing of countries and the nature of their copyright relations with the United States, see Circular 38a, International Copyright Relations of the United States.

10.) Once copyrighted, how many years is a work protected?

Works created after January 1, 1978, copyright protection lasts for the life of the author plus an additional 70 years. For an anonymous work, a pseudonymous work, or a work made for hire, the copyright endures for a term of 95 years from the year of its first publication or a term of 120 years from the year of its creation, whichever expires first. For works first published prior to 1978, the term will vary depending on several factors.

3.  Go to the Creative Commons licensing site. You are going to copyright your Face of the Classroom web site (for an example check out the copyright on the bottom of the 21 Things site). Click on License. Then choose the permissions that are appropriate for your web site. Once you completed the process of creating your license, copy the embed code and paste it at the bottom of your web site page. Please include a screen shot of your Creative Commons License.

Insert a Screen Shot:

[pic]

POST-ASSESS

4. After completing all of the activities for this "Thing", take the Post-Assessment of your technology proficiency for this "Thing". Circle your score below.

|Proficiency Score: |Score |Score |Score |Score |Score |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

Thing Name: Digital Images Thing Number: ___10___ Time Logged: 3

PRE-ASSESS

1. Before beginning this "Thing", complete the Pre-Assessment of your technology proficiency. Circle your score below.

|Proficiency Score: |Score |Score |Score |Score |Score |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

Complete the following activities for Digital Images portion of the hands-on activity for Thing 10:

2. Use one of the digital photo editing applications to upload an educationally appropriate photo. Edit the photo in the application and/or apply effects to it. Capture a screen shot of your photo before and after editing it, and while using the program, illustrating some feature of editing you have applied. Include the URL to the site you used, and reflect upon ways you can use this type of resource for your classroom or your setting.

If you are not uploading your own photos, check out the links in "Additional Resources" below for copyright and royalty free images you can download to your computer and use for this activity. (NOTE:  Please be sure to see our ‘thing’ about Copyright.)

Insert a Screen Shot before editing: [pic]

Insert a Screen Shot after editing: [pic]

Web address:

Reflections of #2 above: I used the Picnic website because I have never used this site before and I already had experience with Picasa. I really thought it had some neat features. Since it is close to Halloween I decided to use one of the seasonal features. I turned my very innocent daughter’s picture (she took this picture herself when she got a hold of my camera….little pistol!() into a spooky shot. It was super easy just one click and the picture takes on a whole new look. I could see having my students use this feature to take snapshots for a mystery piece they are writing and having a lot of fun editing the pictures. It could be used to make the image/person not recognizable if you wanted to keep the person identity private. I really think my middle school students will love editing photo’s to add to their work. I bet it will be a really incentive to them to get their writing done so they can work on editing!

3. Upload an image to a public photo-sharing site (e.g. Flickr,  PhotoBucket, PhotoGallery, and Snapfish)  and provide the link to the photo in your portfolio.

Insert a Screen Shot of #3 above: [pic]

Web address:

Reflections of #3 above: I love the idea of scrapbooking with students in the classroom. I think it can be a perfect way for them to reflect on times in their life. Having the opportunity to do it myself has been amazing. I know that it has impacted my young daughter in having life book (shown above) of her own. Imagine the impact it would have on the disadvantage students such as the ones that I work with in South Warren. Some of them have moved around so much they have no pictures left to remember anything. But using photo-sharing site like this one would allow a teacher take start to taking pictures and create happy memorizes which can be view online or as I have done with my daughter made into a book. I would like to create a book for my class that shows all that we have accomplished in a year’s time. I could then create a link to the book for students to share with their families. Just a side note I once had a student many years ago who came to me as a third grader who’s prize possession was a shoebox with a couple of old crumpled pictures of his family who he missed now that he was living in a foster home. I realized that no matter where you come from you always want to be with your family even when it is a bad situation. Imagine turning those old pictures into a real book to hold forever. Very powerful!

POST-ASSESS

4. After completing all of the activities for this "Thing", take the Post-Assessment of your technology proficiency for this "Thing". Circle your score below.

|Proficiency Score: |Score |Score |Score |Score |Score |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

Thing Name: Presentation Tools_______ Thing Number: ___11___ Time Logged: 5

PRE-ASSESS

1. Before beginning this "Thing", complete the Pre-Assessment of your technology proficiency. Circle your score below.

|Proficiency Score: |Score |Score |Score |Score |Score |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

Complete the following activities for online Presentation Tools portion of the hands-on activity for Thing 11:

2.  Create a Presentation in Prezi for a content area you will be teaching next month. Focus on the main idea that you want the students to learn.  

   a. Identify the curriculum standard you will be meeting and put that in a text box.

Cite Standard from 2a: LEC.06.31 Biotic and Abiotic Factors- The number of organisms and populations an ecosystem can support depends on the biotic (living) resources available and abiotic (nonliving) factors, such as quality of light and water, range of temperatures, and soil composition

   b. Insert at least one image.

Insert Screen Shot of 2b:

[pic]

   c. Take a screen shot of a zoomed out view of your Prezi, save it and put the screen shot and the URL in your portfolio.

Insert Screen Shot of 2c:

[pic]



   d. Write a reflection - 1) compare and contrast Prezi to PowerPoint; or  2) how you can use it with students in your classroom, what projects they might be able to do with it; or 3) how this presentation tool can help your students process some content which they have difficulty learning.

Reflection from 2d – part 1: I feel that creating a Prezi Presentation was much harder to complete than a Powerpoint Presentation. It wasn’t very friendly to use. It took a long time for me to finally figure it out. I watched many tutorials on it. The difference between them is that a Powerpoint Presentation is linear and a Prezi is non-linear and somewhat circular in nature. I do like the way a Prezi can zoom in on information and make the viewer pay attention to the small details. You do need to be careful how much zooming you do because it can make you dizzy.

Reflection from 2d – part 2: I would love to use Prezi to do discuss character traits in the Novel we are reading for my 8th Grade English Class. I think it would be interesting to see the characters names in the large headings and a brief description of them in small print and then have it zoom in on the description.

Reflection from 2d – part 3: I think that students that are having difficulties learning could benefit from the key points being focused on it the Prezi format. They would have a guide telling them what the key points are simply by watching how the presentation focuses in our certain content.

3. Open a document or web site with content you will be using for teaching something. Zoom-out on the presentation and take a screenshot of the entire presentation. Paste this into the portfolio along with your explanation of how this might help some of your diverse learners.

Insert Screen Shot of #3 above: [pic]

Reflection #3 above: I am not sure if I understood question number 3. Are you talking about a just a power point or a prezi document? If you are talking about zooming in to make the words larger then….. I think being able to make words bigger will help many of my diverse learners be able to keep up with the rest of the class because they will be able to see the words better. I also like to use a pointer and tap on vocabulary words and stop and discuss what words mean. Enlarging them helps me as the teacher as well.

I also like the idea of having students use a zoom tool on presentation they are giving the class. All students, even the ones in the back row have a better chance of being able to see the material when you zoom in on text. Zooming is also great for putting up vocabulary words for the entire class to view.

POST-ASSESS

4. After completing all of the activities for this "Thing", take the Post-Assessment of your technology proficiency for this "Thing". Circle your score below.

|Proficiency Score: |Score |Score |Score |Score |Score |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

Thing Name: Evaluation & Assessment Tools Thing Number: ___12__Time Logged: 5

PRE-ASSESS

1. Before beginning this "Thing", complete the Pre-Assessment of your technology proficiency. Circle your score below.

|Proficiency Score: |Score |Score |Score |Score |Score |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

Complete the following activities for Evaluation & Assessment Tools portion of the hands-on activity for Thing 12:

2.  Create an online educational survey/quiz with Google Forms that includes at least 5 questions. Survey at least 5 teachers/students and view the results on screen. Capture a screen shot of the Google Form results and record your reflections on this tool's educational uses in your portfolio.

Insert Screen Shot of #2 above: [pic]

Reflections on #2 above: Boy did I have a hard time getting Google Forms to work for me. But I did not let it beat me….felt like throwing my computer a few times but I won. I could not for the life of me figure out how to get back in to edit my form. Finally I found the correct button to edit my form. I made a quiz for a novel we are currently reading in my 8th Grade English Class. I had a couple of my student take the quiz so I could see the results. I like how I can see how each student is answering each question. I was wondering if there was a way to have an answer key and have the program grade the quiz for me. I was thinking if it was multiple choice maybe there could be a set value to score the test. That would save so much time for teachers.

3. Create a rubric using Rubistar for use in a classroom activity/lesson. Use the rubric, describe the lesson you are using it with, and how it will help you assess student work. Capture a screen shot of your rubric for your portfolio and record your reflections on how you will use in your classroom. 

Insert Screen Shot of #3 above:

[pic]

Reflections of #3 above: I love Rubistar! This tool allows you to create a rubric to grade your students. I use this in my classroom. It is really useful for when your student would be giving a speech. It allows you to input information about each category you are going to grade and gives specifics on how many points you will get for each category. I find the students really look over the paper so they will get all their points. It is a complete inventory for the student to know how they will be graded.

I also love that people share their rubrics so you don’t always have to start from scratch. You can simply enter a search to see if a rubric exists already for your subject area. This saves so much time for the teacher. Also, I think if gives you new ideas for other rubric you may want to create in your classroom that you never thought about.

4. After taking the FERPA/HIPAA quiz in the lesson, reflect on the importance of FERPA/HIPAA in education.

Reflections of #4 above: There is a lot to learn about how to protect student’s personal information. I took the pretest thinking I pretty much new how and what to keep private. I was wrong. I never knew there was so much involved in the laws. It makes me reflect on how I need to be careful about the data I have on each of my students. I now know that you can’t use student names to post information about missing assignments because that would break FERPA laws. I now would use student numbers to protect my student’s privacy.

I think the FERPA/HIPPA laws are very important and as a parent I like knowing that I can have access to my child’s records to look them over. I feel that if something is important enough to go into a child’s CA60 then I as a parent should have the right to see that file.

5. Describe the data warehousing or student information system within your teaching assignment (Be conscious of FERPA and student confidentiality!). Insert a screen shot and record your reflections in your portfolio.

Insert Screen Shot of #5 above:

[pic]

Reflections of #5 above: I teach with in Van Dyke Public School District and we use Data Director. This program allows us to look up our student’s test scores. I believe we have had this program for at least 4 years. I am still learning how to use the program. I asked a fellow teacher who is on the data director team about the program. I was very surprised when he informed me that we have a scanner in our building that allows us to import student’s tests scores using the bubble sheets. I think this will help cut down on time spent inputting scores. I also think this will be very helpful to track students to see where they are having difficulties. We also input WNEA testing scores three times a year into Data Director. This is helpful to see if students are showing growth throughout the year. You can also see student’s performance on the Meap for at least 3 years using the Data Director Program.

6. After reviewing the "Introduction to Data Gathering and School Improvement Tools" PowerPoint, and viewing the Data Conferencing video (D4SS) explain/demonstrate how teachers can use data to inform instruction.

Reflections of #6 above: This is a wonderful site with so much information on data. I tried to login but is seems you need to have permission to do so. I will be looking into getting a login. I would like to reflect about how our district is using data, in fact today we had a PLC meeting discusing Data Director. We worked in small departmental groups and brainstormed how we could use the data to inform instruction. We brainstormed that if we knew which questions students were missing most often on our science test we could present the information in new ways that would hopefully connect with the students. We also discussed how we could use the data to change the test questions to make them more meaningful for students. We felt that sometimes it just a matter of a bad question and when you rewrite the question to make it clearer the students have a better chance of having success.

POST-ASSESS

7. After completing all of the activities for this "Thing", take the Post-Assessment of your technology proficiency for this "Thing". Circle your score below.

|Proficiency Score: |Score |Score |Score |Score |Score |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

Thing Name: Online Interactive Learning Tools Thing Number: ___13___ Time Logged: 3

PRE-ASSESS

1. Before beginning this "Thing", complete the Pre-Assessment of your technology proficiency. Circle your score below.

|Proficiency Score: |Score |Score |Score |Score |Score |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

Complete the following activities for Online Interactives portion of the hands-on activity for Thing 13:

2. Go to Google Earth. Type your address in the "Fly to" area and locate your house. Or go to Google Maps and type in your address in the search box and then click on Search Maps. Take a screen shot and paste it into your portfolio.

Insert a Screen Shot of #2 above: [pic]

3. Locate your house or a place you would like to visit and placemark it. Take a screen shot showing that you have created the Placemark(s). Reflect upon how you could use Google Earth in the classroom.

Insert a Screen Shot of #3 above: [pic]

Reflections of #3 above: I think the students would love to use Google Earth to locate their house. I know I found it really exciting the first time I flew to my house. I would like to use Google Earth to have students locate places we are reading in my English class. Students could use Google Earth to add pictures of different locales to their reports.

I could also see a Geography teacher utilizing Google Earth to have their students locate different places of interests in different cities, states or even continents. Most students in my district rarely leave the city let alone the state of Michigan, this site could offer a portal to seeing places around the world without having to leave your seat in the classroom. Students could do reports on the impact of hurricanes using the images of before destruction the hurricane and aftermath that follows. Students would then be able to see how powerful storms can be.

4. Create a set of flashcards in Quizlet and have your students use them. Record your reflections of how you used this tool or plan to use in the future. 

Insert a Screen Shot of #4 above:

[pic]

Reflections of #4 above: As soon as I logged onto this site and saw how easy to use this website was I immediately made flash cards for my English class. Well, actually I found the flashcards already made by another user so there was no prep for me. I then printed them and made a team project for my students to do the next day in class. We are reading “The Outsiders” and the vocabulary can be challenging for many of my students. So the flashcards were perfect for them to practice in pairs. They had the vocabulary word on one card and the definition on the other card and had to match them up. Then together they thought of a proper sentence to use this vocabulary word. I really like the ease of Quizlet and the fact that teachers have shared there Quizlet Flashcards. I could also tell my students were having fun. What a wonderful site!

5. Optional assignment: Create a Google lit trip and post a link to it on your web site. 

Insert a Screen Shot of #5 above:

Web address:

POST-ASSESS

6. After completing all of the activities for this "Thing", take the Post-Assessment of your technology proficiency for this "Thing". Circle your score below.

|Proficiency Score: |Score |Score |Score |Score |Score |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

Thing Name: Productivity Tools Thing Number: ___14___ Time Logged: 4

PRE-ASSESS

1. Before beginning this "Thing", complete the Pre-Assessment of your technology proficiency. Circle your score below.

|Proficiency Score: |Score |Score |Score |Score |Score |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

Complete the following activities for the Productivity Portion of the hands-on activity for Thing 15:

2. Take a Word document and convert to .pdf format or select another file format and convert. Capture a screen shot and record your reflections about how this will influence your classroom instruction.

Insert a Screen Shot of #2 above:

[pic]

Reflections of #2 above: I really love this free program. Boy, I could have use this back in portfolio one. I was trying to put a syllabus on my weebly page and really wanted in to be a pdf format so it couldn’t be tampered with. I didn’t know how to convert my word document into a pdf. Now I do!

I could see teachers using Zamzar to convert documents into the correct formats in order to place them on their websites. I could also see this being helpful for students who bring documents from home that need to be converted in order to be opened at school. I think this site would be helpful for teachers to convert documents into pdf format so there documents won’t be altered in any way. I am not sure that people understand that unless a document is in a pdf format it can potentially be altered. Very useful tool and I love that you don’t have to login or register.

3.  Create and share a Google Calendar for your classroom.  Capture a screen shot and reflect on how this could improve communication with students, colleagues, or parents. 

Insert a Screen Shot of #3 above: [pic]

Reflections of #3 above: I really liked the Google Calendar Tool. I have started a Calendar to show where I am during the day. I maintain two different classrooms at my middle school. This can make finding me hard sometimes. I could see using Google Calendar as a way of letting fellow staff members know where I am during the day. It also would be helpful for parents who might be trying to get in touch with me. I have two different phone numbers also. If they had access to my calendar they would know which phone line they would most likely get a hold of me.

I would also like to see if this could be used for our principal who is pulled in so many directions and out of the building so much of the time. It could help staff to know when they would most likely find her at her desk. This would make the staff more productive during their scarce prep time.

POST-ASSESS

4. After completing all of the activities for this "Thing", take the Post-Assessment of your technology proficiency for this "Thing". Circle your score below.

| |Score |Score |Score |Score |Score |

|Proficiency Score: | | | | | |

|Lickert Scale |1 |2 |3 |4 |5 |

|NETS-T Performance Proficiency |------ |Beginning |Developing |Proficient |Transformative |

21 Things Portfolio Capstone Reflection

For things 8-14, please type in your reflection. Please note that these reflections should be a minimum of 2-5 pages. Submit this portion of the portfolio to your instructor by the deadline.

Things 8-14 – Capstone Reflection

A. How will you use these technology applications to improve learning experiences for your students and/or improve your own practice?

B. What effective teaching and learning strategy(ies), based on the work by Marzano ( ) will these technology applications address, to make a difference in the learning experience for your students?

C. Check out one of the student activity links provided from the resources repository. Create your own project-based student activity lesson you could implement in your classroom that meets a Michigan curriculum standard and Educational Technology standard (NETS-S and/or METS). Your lesson should use one or more of the 7 things you have learned about. Follow the directions provided to copy the blank template and create a student activity lesson. Make sure you modify the Share settings so that anyone with the link can view it. Add your lesson to the repository per the directions on the share-lessons page. For your portfolio, include the name of the student activity lesson, include a summary about the activity, and a hyperlink to the lesson in Google.

Capstone 8-14

Thing 8 Visual Learning: I believe that graphic organizers are a great tool to help students visually understand concepts or see connections and I like to use them in my lessons. I usually give them an outline template for them to fill in, but having them make their own is so much better. Having them use sites such as Bubbl.us or Gliffy is a great way to assess how well they understand concepts. I know that the students would be engaged as it is fun to make. The other tool that I had a chance to play with is Wordle and I also introduced this to my class after they saw a sample I did and asked how I made it. I plan to use this for vocabulary words. Several Marzano learning outcomes are addressed in this Thing: similarities and differences; summarizing and note-taking, non-linguistic representation; generating and testing hypothesis; and questions, cues, and advance organizers.

Thing 9 Copyright and Creative Commons: I didn't know much about copyright laws and really learned a lot about what is ok or not ok to do. As teachers, I think we all violate copyright laws without realizing it. It is something that we need to start paying attention to. With all the media resources and the plethora of information on the Internet it is important to teach responsible use of people's ideas. It is also great to be able to create a license from the Creative Common’s website and add it to my work. The Marzano standard this addresses is generating and testing hypothesis.

Thing 10 Digital Images: Digital imaging is something that can be used both out of and in the classroom. Students also get very motivated working with digital images and all the tools out there that allow people to share and modify images make it all the more exciting. This Thing showed me a couple really cool programs (free) that I can use with them. Picasso and Picnik were easy to use and allowed for some very easy and fun photo manipulation. The best part about all of these, it that I know it would increase student’s interest and motivation. Marzano standards addressed are non-linguistic representations.

Thing 11 Presentation Tools: I have used Power point in my lesson for a few years now. I didn't know about some of the other tools out there such as Prezi. As most people, you learn something you like and you stick with it, but I do think that I will use Prezi too. It was a unique way to present material. I do think that it would take a lot more time to do than the Power point, but it would be fun to mix it up in class. I definitely want to introduce it to my students and I can see them having a lot of fun with it. It is like a graphic organizer and presenter in one. I also use Zoomit. I loved this tool! I am so often in class showing them something the back row can’t see. I can now easily zoom up on it, box, highlight, draw arrows, or even type in text - on anything on my screen! The other feature that I love about this is the timer. I have been using that a lot in my classes. Marzano addresses no-linguistic representations, summarizing and note-taking, cooperative learning, and cues, questions, and advance organizers.

Thing 12 Evaluation and Assessment Tools: I learned about ways to collect data through sites such as Google Forms. It was a little confusing at first on how to find my form and edit it, but after I got the hang of it - I really liked it. I made a five question quiz for my students in my 8th Grade English Class, and I got the feedback delivered in excel form to my Google docs. It worked great! I could see what questions the students were having trouble on. I also had a chance to use Rubistar and loved the ease of use. I loved that other teachers share their rubrics on the site so you don’t have to reinvent the wheel. I think clear expectations are the key to student success and rubrics work so well with middle school students. Thing 12 addresses Marzano’s reinforce effort and provide recognition, objectives and feedback, and generating and testing hypothesis.

Thing 13 Online Interactive Learning Tools: I had been to Google Earth some time ago, however this version has some great features that can make it very fun to tie into lessons at school. Not only can we zoom into any area, we can also create "trips", place pins, look at the oceans, see how land changed over time. This will be great to show different areas of the world. Also you can show the pre and post destruction of a hurricane.

The second thing that I worked on in this Thing is Quizlet. This was perfect timing as I knew my students were having a hard time with the vocabulary in the novel we were reading. I made a set of flashcards. I made it an assignment to go online and to use the cards. Not only does this site provide a way to study, but makes it fun! These tools address Marzano’s reinforce effort and provide recognition, non-linguistic representations, generating and testing hypothesis, and cues, questions, and advance organizers.

Thing 14 – Productivity Tool: Zamzar is a wonderful site that allows the user to convert any document from one form to another and it’s FREE. I love that you don’t have register either. I needed to change my syllabus from a word document to a pdf and Zamzar is the perfect place to do just that. It’s free and it’s easy.

Google Calendar is another tool to help you stay productive. It allows the user to input information into the calendar and share that calendar with others. So it not only keeps you organized but can allow others to better communicate with you. It works great for me because I teach in 2 different rooms and this allows others to know where I am each part of the day.

Student Activity: Quite a Character: A Prezi Presentation

I created a student activity for my 8th Grade English Class to make a Prezi Presentation describing 5 chosen characters from the Novel “The Outsiders”.

Here is a link to my Student Activity:

Quite a Character: A Prezi Presentation

How to Create, Share, and Add project-based lessons to the 21things4student lesson repository:

We want to encourage you to use the templates provided to develop your own project-based student activities and teacher lesson plans, share them, and add them to the lesson repository for others to access. Please put your name as the lesson creator, and include your email address in the private field (it will not be displayed in the database).

You will need a Google docs account to access and edit these.

Before you start these directions, log into your Google docs account.

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| |Step 1. Open one of the student activity buttons on the 21things4students |

| |pages or click either of these buttons which are hyperlinked to a student |

| |activity to view some samples. |

| | |

|[pic] | |

| |Step 2. Open the Blank Student Activity Template. |

|[pic] |Step 3. Click on the name of the document, |

| | |

| | |

|[pic] |and in the Rename Document window, create a new name for the document |

| | |

| |click on OK. |

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| | |

| | |

| |Step 4. Edit the lesson and save it, adding in any Curriculum standards, |

| |the NETS-S and METS standards as appropriate. |

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|[pic] |Step 5. To make it available for others to view, click the Share button |

| |(top right) and where it says "Who has access" you can click on the |

| |"Change” link to make it available to others. |

| | |

|[pic] |Private (default) – keeps it only visible to you. |

| | |

| |Anyone with the link (no sign-in required) lets you email or post the link |

| |for students or others to click on to access the document. |

| | |

| |Public on the web makes it available for anyone to find and access. Note if|

| |you include your email address on it, or other personal information, then |

| |that will become public as well. |

| |*** Please *Make it available to anyone with the link or Public on the web.|

| |Please Note: If you share it with us, and add it to the lesson repository |

| |it becomes public domain. All efforts will be made to honor creative |

| |commons licensing you attach to your lesson. |

| | |

|[pic] |Step 6. To submit your lesson to the repository, go to the |

| | web site and scroll |

| |down to the bottom. |

| | |

| |Click on the Add button. |

|[pic] |Step 7. With your Google doc student activity open in a browser window, |

| |copy the URL. Paste it into the URL box. |

| | |

| |Link Name box. Put the Title of your activity here. |

| | |

| |Type: Indicate if this is a: Student guide, Student activity or Teacher |

| |activity. |

| | |

| |Things: Select the “thing” from the list which best fits your lesson. |

|[pic] |Description: Type in the objectives/goals for your lesson with a short |

| |headliner to interest others. |

| | |

| |Grade(s): To select more than one set of grades you can hold down the |

| |control keyboard key (mac users use the command key). |

|[pic] |Subject(s): Select the appropriate subjects, if more than one, hold down |

| |the control key (or command) to select more than one. |

| | |

| |Creator name: Put your name in this field |

| | |

| |Creator email (kept private) : Please provide your email so we can contact |

| |you. |

|NOTE: Your lesson will not show up automatically in the database immediately. The administrator will be checking the submitted lessons to prevent spam |

|or student misadventures. *Send any questions to our 21things4students@ address. |

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