Looking back on my blog posts, I see that I’ve never devoted one to Flippity even though I’ve used it for various reasons the last couple of years. If you haven’t tried Flippity and you like user-friendly tech tools, you should definitely visit the site. When I first started using it, it was basically an easy way to turn a Google Spreadsheet into flashcards. Since then, it has added many more features – all for free.
Leslie Fisher reminded me to take another look at Flippity when she mentioned a few of the newer additions to the site. There is a now a Timeline and a Typing Test. You can also make a Scavenger Hunt (which is similar to a Digital Breakout, but much easier to create!). I am eager to try the Badge Tracker for our Maker Space. I also noticed that there is a Flippity Add-On for Chrome if you are interested.
Each activity offers you a template that you can copy to your Drive. Follow the instructions on the template and/or the website by typing information into the correct cells. Publish your spreadsheet, get the link, and the magic happens.
Don’t forget that your students can also create with Flippity. Though most of the templates are not going to promote deep learning, they are great opportunities for students to practice skills in novel ways.
One of my presentations this year at TCEA was called, “50 Shades of Green,” (thanks to Angelique for that title). I’ve been curating information about using green screens with classes from my own blog posts, tweets, and other shared blogs from educators. The presentation included ideas for activities/lessons, apps and software for editing, and practical tips. There are lots of links for resources, so if you are looking for a comprehensive collection of green screen ideas, feel free to take a look at the presentation here.
I learned quite a bit about Artificial Intelligence at a TCEA session this year presented by Anita Johnson of Austin ISD. She explained the difference between Expert Systems (where explicit rules are programmed – think “If…Then” statements) and Machine Learning (where the computer identifies and learns from patterns). Johnson teaches middle school, and introduced us to a site called, “Machine Learning for Kids,” which she uses with her students. In the “Worksheets” section, you can find many lessons, categorized by difficulty level, that can be done using Scratch, such as creating a character that smiles if you say nice things and cries if you are mean.
I haven’t had a chance to try this with my students, yet. It looks like you have an option to create a managed class account or “Try it Now”, but check out this page for details on the pros and cons of each choice.
You can also read this blog post to get more information on how to introduce Machine Learning to kids, and why we should even want to educate them about this technology.
It’s always fun to return to the classroom after attending TCEA with something new to use with the students right out of the gate. Of course, as with all things technological, it’s a bit of a risk to try something for the first time without testing how it’s affected by random things like network firewalls. Fortunately, my gamble worked with Gimkit.
Gimkit is an online student response system similar to Kahoot. It was developed by a high school student, who added in an interesting twist – monetization. Students win virtual money as they answer questions correctly. The money can be used to shop for different upgrades such as making each answer worth more money or “icing” your opponents.
Teachers can make Gimkits from scratch, a spreadsheet, or a Quizlet. The questions are multiple choice. Unlike Kahoot, the questions appear on the student devices while the teacher device streams a live leaderboard. The board shows each student’s earnings, who is ahead, and the collective amount earned by the class. I ended up setting my two different engineering classes up as opponents in a “season” so they could compete to see which class earned the most. (Hint: this keeps students from “icing” each other during the game because they will lose out on collective earnings.)
Teachers can also set a time limit, which means that questions will repeat. To be honest, I thought the students would get bored once questions started coming back around, but they begged for more time after ten minutes.
The game was such a success with my 8th-11th graders on Thursday that I decided to use it for another class I was teaching in rotation to 8th graders on Friday. Again, full engagement.
The students in my 4th rotation started getting messages that the site had just upgraded and they were suddenly bounced out of the game. I almost had a complete mutiny on my hands as they realized they would be out of the running for the class competition.
Fortunately a similar situation happened while Leslie Fisher was presenting Gimkit at TCEA. She tweeted Gimkit, and they immediately rolled the site back to the working version. I decided to try the same thing.
My students were dubious.
“What do you mean you’re going to tweet him, Miss? How is that gonna help?”
“This ain’t fair. We’re never gonna win now, Miss!”
Withing a couple of minutes, Gimkit tweeted back their apologies and fixed the issue. My students were astounded.
That class won the competition, by the way. (Free outdoor time next period.)
So, if you have secondary students, I would definitely recommend you check out Gimkit the next time you want to do something a little different for a formative assessment. It will be interesting to watch as this site expands its offerings, but hopefully it will always keep the current features for free.
My 3rd grade gifted students decided to study volcanoes for their Genius Hour project this year. (Since I only have 3 of them, they do a project together.) When I was getting ready to print out some Planet Earth sheets for my 1st graders from QuiverVision, I noticed that there were also some volcano ones. These are both part of the free Education Starter Pack, which you can find here.
My students love these augmented reality sheets because they can make their own coloring into 3d images. The QuiverVision app also allows you to take video and pictures. The 3rd graders figured out that they could make the volcano erupt by repeatedly pressing one of the buttons, so they recorded some video of it in action.
While we searched for an online diagram that would help them to realistically color their volcanoes and identify the sections, I ran across another way to create a 3d model that will show the interior and exterior portions of a cone volcano. Mt. Fuji is one of the free PaperCraft projects available from Canon. You can download the file, print it on cardstock, and follow the instructions to make your own mini Fuji. There are some other interesting science papercrafts on there as well. My students haven’t tried the volcano one, yet, but are eager to attempt in next week’s class.
My next idea is to possibly incorporate the QuiverVision video into the DoInk Green Screen app so we can put the students in there narrating what is happening as the volcano erupts. Talk about being on the scene!
This post was originally published in 2016. I think it’s a fitting time of year to bring it back.
We all have things that scare us, of course. In the book that my 5th grade gifted students are reading, The Giver, the main character is “apprehensive” about an upcoming event. To help the students connect to the text, I asked them to list some of the things that worry or scare them. Using our green screen and the Green Screen app by DoInk, I had the students superimpose themselves on the image of Edvard Munch’s, The Scream. The students then used the WordFotoapp to add their specific fears to the picture. Here is one result. (You can click on it to see a larger view.)
When I looked closely at this student’s final product, I noticed the word, “division.” I was a little upset because I had told the students not to put silly things just to get a laugh. In my mind, division and multiplication would fall into that category, especially since this particular student has never had any problems achieving well in math.
“Why did you put this word when I told you not to put something silly?” I asked him as I pointed at his picture.
He looked at me solemnly. “I meant the division of people. You know, how war and other things divide us.”