Wednesday, May 22, 2019

Reflection on Gamifying the Classroom

I participated in a free online conference last year called the Hive Summit, I had gone to a conference in Martinsville, Indiana a month earlier and a spark had been lit. Michael Matera led the Hive Summit and he does a lot with gamifying the classroom. Now, I do not think I do it any where near what he does or how you are supposed to do it, but it created an idea. 

There are somethings in my room I wish students took a little more seriously then there are students that finish early and I want them to dive in more. So I gamified some things. I kept track of everything in a spread sheet and had the sheet shared with students so they could see where they stood throughout the semester. 

For Homework, we did weekly voting using Google Slides with the Pear Deck add-on. Students uploaded their favorite homework  image from the previous week's assignment to a shared Google Slide. I then used the add-on to make the slides interactive. I turned on "Student Paced Mode" Then students joined the presentation and voted on the top 3 they thought were the strongest by placing a 1 in the box provided. I then exported the answers to a Google Sheet and used the "Sum" tool to add up the points. Students at the top receive 5 gaming points, their picture put on their locker and the opportunity for all of the classes to vote for theirs. I also created little badges to put on their lockers as well. 

Once every class had done their voting, I printed and matted the top 2 images from each class. Students then voted on the top 2 from across all of the classes. The top 2 that one their received an additional 5 gaming points. The top 2 then were posted in the hallway outside my room. It's bittersweet now that it's the end of the year, but there were some fantastic images created for homework this year. 

After students put their image on the Google Slides, they needed something to do while I attached the interactive part. I then created Kahoots and Quizizz games for them to review concepts, vocabulary, and ideas we had been talking about in class. Kahoot works really well to move through as a class and stop, answer questions, then move forward. Quizizz works great for students to work through the review on their own. You can also assign a quizizz as homework which worked great when studying for our quarter exams. Based on the top 5 that won each one received points on their ranking. 1st place received 5 points, 2nd place - 4pts, etc. The students that one 1st place in each class received a badge with the date they one on their locker. 

Then students had the opportunity to to do extra projects, create a blog post, and turn in for extra gaming points. 

  1. Do an extra project in Photoshop
This is where the gloves come off. You can use your pictures or pictures you find on the internet. You can use the tutorials we've used in class or you can find tutorials out their on the internet
Each project will be "graded" on a 5 point scale. If it's awesome, it will get a 5, then go down from there. It will not be posted to skyward.
Blog must be titled "Extra: then title of tutorial" then labels Projects and Extra Projects.
  • You must included a description of what you created and where you found the tutorial (Web address link), if you found outside of what we do in class.
  • If you did not include images you took, please make sure you state that in the description on your blog as well.
  • Make sure you include all original images and edited ones. 

2. Research a Photographer!Find a photographer, research all that you can about them. 
  • When were they born?
  • Where did they go to school? 
  • What were their influences on their photography? 
  • What did they like to photograph?
  • Include at least 2 images of their art
  • Include links to where you found your information. 
To turn in: Copy and Paste the blog post web address for that project.
Blog must be titled "Extra: then Photographer's name" then labels Projects and Extra Projects.

3. Article Friday takeover. Find a video and article over a theme to be possibly used for article Friday.
Create a worksheet to go with the activity using Google Docs. 
  • Include link to article
  • Include link to video
  • Include link to worksheet
  • Explain how photographer's could use this information to influence their photographs
To turn in: Copy and Paste the blog post web address for that project.
Blog must be titled "Extra: Article Friday" then labels Projects and Extra Projects.

4. Tidy upThis room gets really messy really quickly. Choose something that needs cleaned or straightened up. 
  • Take a before picture
  • Clean, clean, clean or tidy tidy tidy, or organize organize organize
  • put away appropriately
  • Take an after picture
  • Create a blog post with a description of what you did and the before/after pictures
To turn in: Copy and Paste the blog post web address for that project.
Blog must be titled "Extra: Tidy" then labels Projects and Extra Projects.

All in all, all students had the opportunity to get at least 10 points a week (2 extra projects allowed a week), could get up to 10 points for homework vote, then up to 5 points for Kahoot/quizizz. At the end of the quarter we did awards. 

For awards we did the number of points they had divided by 5. We rounded up, if they had 6 points, we rounded to 10 to receive 2 raffle tickets. 

After Q3 we did awards like:

  • Pick the Pandora station for the day
  • Choose your seat
  • Eat at the middle table
  • Both ear buds in day
  • Excused homework assignment
  • Excused classwork assignment
This quarter we did treats. Each received an extra name slot on flippity for each "raffle ticket" they earned. The person with the most points received an automatic treat. I spun the wheel 5 times and each of those students go to pick a treat from the box. Below is an image of a student weighing his options. 

Flippity wheel with names

Sam pondering his options

I definitely learned a lot between 1st semester and 2nd semester. I scaled the badges way back so that it was easier for me to keep up on. I feel that it really helped some students engage in things more than they would have before. Is it perfect? No, not by any means. Does it need some tweaking? Yes, I will be researching more ideas this summer. Was it a great start to try something new? Yes!

Take a look at some lockers around the building. 

Any ideas to share? Any suggestions? Questions? 

Photo 1: Business Cards

A while back, Donna Rice, of Donna Rice Photography came in to teach students about photography as a profession and studio lighting. We had so much fun learning about what all goes into the profession. We also had a lot of fun learning about the studio lighting. So much so that they students really wanted to pursue it more.

My goal this year has been all about promoting student voice. When the students voiced that they wanted to learn more about this, I couldn't say no, especially when we have the equipment to make it happen. I have also been really interested in exposing students to things they may need or be able to use outside of my classroom or outside of the school.

So we made business cards. I know business cards may seem outdated and quite certainly most do not include head shots anymore, but I really wanted the students to get the experience and the idea.

First, I made a graphic organizer for the students to complete and plan out their business card. We then watched a video about head shots and how one photographers gets his clients to loosen up for him to capture a shot.

Students then read, 9 Posing Rules for Headshots, by Mae Ross. I really wanted students to gather how to work with other students in getting a head shot, maybe they could give a look of how they would look if they were already in the profession they would like to be in after school. 

The Students then signed up for a specific time to use the studio lighting set up to photograph each other's head shot. I used my good friend Google with their sheets to create time slots, then shared the sheet as a link with my students. 

Then one by one, students came up with their partners to complete their head shots. For some, this was their first time seeing or touching a DSLR camera. I went through a few basics of posing to refresh what we had already talked about, then let them do their thing. Some ended up having to do some minor editing in Photoshop. 

Students then created a QR code using the Google Chrome Add On we got from the Chrome Web store called QR Code Generator. This gives you an icon in the top right of your screen and whenever you want to create a QR code of where you are, you click the icon, it creates a QR code, then you save it to your computer or copy it. The students QR code went to their Blog. 

Most phones are not equipped with a QR code reader in their camera. Androids will need to use Bixby, but iphone has it already in the camera. Fun Fact: Snapchat now acts like a QR code reader when you take a picture of the QR code. I love teaching students cool things about media they already use!

During the course of the project, I posed a bell work where we utilized an editable Google Drawing where everyone could access it and work on it at the same time. I project it on my big screen so the students can see everyone's responses in real time. 

On their Business Cards, they used a business card template from Adobe Spark, where they included their information, QR code, and Head shot. Below is an example I made for them. I don't want to share theirs and their information, but I will post images of them working on theirs. 

They then created a blog post of their own, turned in their business card and commented the web address to their blog so that I could see the post they created. I used the basic rubric below to grade the project. 

I will say Adobe Spark was a little clunky to work with, but I feel overall it worked for what we were needing it to work for. I feel the students really enjoyed the project overall and I really enjoyed watching them work on it. 

Tuesday, May 21, 2019

Photo 1 &2: Land Lines Chrome Experiment Cultural Study

I went to the Google Summitt hosted by the Ed Tech Team at Franklin Community High School a few weeks ago and it was quite the inspiring weekend! One thing I let with the idea of using Chrome experiments as inspiration for a project in class. I really enjoyed the Land Lines Chrome Experiment and knew I wanted to share with my students and somehow implement as inspiration for a project in our classroom.

I started with a teaser using a prompt on Answer Garden. The students were tasked with answering, "What is the most random place you've ever heard of in the world?"
Of course, I teach high school and they think they have jokes......

In the Land Lines Chrome Experiment, you can draw a line and it matches the line with a location on a topographical map that matches with that line you drew. It could take you anywhere in the world. It's kind of a "Rabbit Hole" site where you could sit and draw lines all day... or at least that is what I found myself doing.

Students then copied their own Google Drawing.

On this, Students were asked to write in the area their line took them to, then screenshot the screen showing the topographical map. Once they completed three, they were to choose one they found the most interesting and explain why they felt that way. 

Students then were prompted to create a copy of an Informational Page. They were tasked with finding as much information as they could about the area they chose. 

Students were then tasked with finding as many images associated with the area as they could. They completed an Image Generation Graphic Organizer. Students are going to be able to use some of these images to emphasize the culture of the area. 

Students were then given the parameters/expectations of the project. 

Photography I - Unit 8: Land Lines Cultural Study
We’ve done a lot of research on the area we have found. We now need to create a piece of art inspired by the culture. Please use images you found as well as an image you have taken to create a piece of art. The image you took should be the main focus while the other images help support and enhance the overall piece of art. Utilize all of your Photoshop skills to bring in the magic.

Final Image should include: 20 Points·        Images inspired from the culture/country
·        At least one image you took with the focus of the entire piece on that image (to avoid copyright infringement)
·        Show growth of Photoshop Skills from previous projects
·        Look professionally done with good lighting
·        Look professionally done with good composition.
·        Should look like the photographer used class time wisely and made effort above just getting the project done.

Blog Post should include: 20 Assessment Points
·        Download each of the worksheets as jpegs. And explain what we did on each of them.
o   Land Lines Chrome Experiment – Finding 3 areas
o   Study of Area you chose – Research
o   Image generation
·        The screen shot of the landform you created hyperlinked to the area on google maps (Click on the image, then click link at the top by the picture icon, copy & paste the link there)
·        Original Image/s
·        Finished Product
o   Explain the process you took to create the finished product.
§  Include thought processes
§  Include the steps you took in Photoshop
o   Explain how the finished product reflects the culture of the area you studied.
·        Reflection
o   How did you do?
o   How was it successful?
o   What would you do differently?
What did you learn from completing this assignment?
 With this project students are able to use images from other artists, change, and create new. This brought up the discussion of Copyright Infringement vs. Appropriation vs. Fair Use. I always struggle with this concept because High School students love to argue. So, I found a Tedx video. There is nudity in art from 9:20 - 9:31 and from 9:55 - 10:11, please skip over those parts, I did not want to be offensive, but I thought the discussion and ideas he was proposing were worth having to skip of parts of the presentation.

I wanted to students to be able to write thoughts as they came to them during the talk and help shape and frame these concepts in their own words and with the help of others so I put together a Padlet. I have embedded it below, you can actually participate in it, react to statements, like statements too! 

Made with Padlet

The feedback I received from the process of doing the padlet was really positive. I have used it a couple times at conferences, but have not tried it in my own classroom. I explained that they could use it like "twitter" by typing short thoughts or questions. I love that this is now "Living" and the conversation can continue. 

Students then created their amazing art.Below shows the artwork created by Photo 1 students using only Photoshop:

Isaac Carson

Carly Even

Rylee Harrison

Skyler Kissell

Kenadi Krick

Hannah Morris

Artwork below was created by Photo 2 students. They had the opportunity to work with Photoshop, use physical altering techniques, or some combination of both.

Physical Alteration and possibly used Photoshop: 
Kiersten Messersmith

Jessi Kowle

Sara Begley

Rorie Reisner

Katie Richmond

Elizabeth Gillin

Maddie Lawson

Ryker Kuntz

Andy Crail

The following works of art were made solely on the computer. 

Hannah Arnold

Matt Barnes

Kat Freitag

Kadin Osborne

Dasia Whitley

Mariah York
Check out the Living/Digital Art Gallery! We used a shared Google map where each student "Marked" the location they researched then uploaded the image of their project they created inspired by that location. 

We then chose to use Google Keep to learn about the Google App and Web service, but to use for our critique. It will allow you to create checklists and reminders by time and date then also set up by location. You can add pictures, draw on top, and add collaborators no matter the operating system your device uses. 

This was truly a fun project, I learned a whole lot about various places around the world that generated lots of valuable discussions. I was really excited to share some exciting and engaging ways to use different technological tools with the students. As always, I am so proud of these students for putting themselves out there and trying their best.