Here is our newest Blogging Challenge. Students will add to their personal blogs, and are challenged to complete as many of these challenges as they can! We will also continue adding work based on other activities we are doing in class. Students are always allowed, and encouraged, to post about things they are doing in school, in all subjects.
It is my hope that we will have a mini student led conference, where you will come into school and your child will walk you through their blog, including all the artifacts of their learning. More information on this to come.
Please continue to check your child’s blogfolio and comment! Remember to leave your last name off when commenting to help keep the privacy of your child. Asking questions, adding information, and offering suggestions are all great things to include in your comment.
And as always, if you have any questions or comments for me, please leave them below 🙂
As I work on creating a Blogging Bingo Challenge for my students, I felt an inforgraphic explaining some of the tasks would be helpful for my students. I contacted Kelli Vogstad, whose blog post on Digital Portfolios has been a guiding light for me as I go through this journey. I first asked for permission to use her descriptions of the Four Kinds of Documentation. I also inquired if any graphic already existed. With her full approval, I set out to create my first infographic using Piktochart.
The learning curve was pretty minimal and I was extremely impressed with the vast supply of graphics, borders and backgrounds. It was fun and easy (and time consuming!)
This is the first draft I sent to Kelli, asking for her feedback, as these are really her thoughts, not mine. One thing to note is that I am using a free account on Piktochart. In my working copy, I linked Kelli’s name to her blog post (linked above as well) where she goes into more detail and supplies examples. With my free account I am only able to save as a PNG, and would need to upgrade to save as a PDF, which would allow for the link to be live.
I have always been an avid reader. I think it’s in my blood. If you’d ask me to draw a picture of my grandmother, it would be of her sitting on the couch, or on a chair, anywhere, with a book in her hand. Her purse always seemed extra heavy when I’d pick it up, because there was inevitably at least one novel tucked inside. The many bookshelves, drawers and cabinets throughout her house were packed to the brim with books. So I think I come by it naturally.
Reading is what I always make time for as part of my self-care and well-being. And I always strive to get my students to develop their own love of reading as well. I wrote this latest blog post sharing the Book Tasting activity I did with my class. I wanted to share some resources with parents and students to help them find those “just right” books, that meet the interest level AND reading level of each individual child.
I created the following screencast, which was also uploaded to the blog, to walk parents through the process of searching for the best books for their child, or checking to see if a book is appropriate for their child to read independently, using Accelerated Reader Bookfinder.
I wholeheartedly believe that students should feel free to read what interests them. I also recognize that while some books may be appealing to students, the vocabulary used can cause frustration, which is the opposite of what one should feel when they read. With this tool, if a child wants to read a book outside their ZPD, they can always look for other ways of reading that book, such as with an audiobook or reading together with a parent.
I have made screencasts before, however never on a Chromebook. So my first step was to find a compatible program. I ended up using Screencastify which has a free add-on for Chrome. It was really simple to use, and automatically saves your videos to Google Drive.
I made a quick outline for myself before I started, yet after the first couple of attempts, I realized I needed more information and kept adding to my outline until I came up with the image to the right. This helped me stay on track and ensure I knew what I wanted to include in what order. Even with this though, I still needed to stop and rerecord multiple times! I decided not to make a script as I wanted to sound authentic and less like I was reading off a paper. I may try this though for the next one, as I’m not sure I was as fluid as I could have been.
I really enjoyed making a screencast. I think having the visual will be helpful for students and parents as they get more used to this helpful tool. It also serves as a good example for my students of how they can teach their peers about a useful tool or topic in a succinct, clear and simple way. I hope that when students come back from the much needed break, there will be a few risk-takers who can model screencasting for their peers.