Heather Peterson

The Amazing California Mission Race

My partner teacher and I created The Amazing California Mission Race as an exciting way for our fourth grade students to learn about California's missions. The iPod Touch allows students to take a virtual field trip* to each of the 21 California missions. Students learn how to use Google Maps and Safari on the iPod and answer questions about each mission using a "scavenger hunt" format.

Student Objectives:

1. Be able to identify key features of the California missions
2. Describe similarities and differences of the California missions, including geographic and building features
3. Develop a better understanding of the mission system expansion in California.
4. Navigate through diverse websites using key features
5. Locate important places on a virtual map.
6. Comprehend facts on the California Missions

Required Apps:

1. Safari

2. Google Maps

Optional App: QR Scanner - Website: http://qrcode.kaywa.com/

Optional Extension App: Storyrobe and Diptic - Have students create and record a presentation in Storyrobe and present it to the class. I have my students plug the external speaker cable into the iPod and place the iPod Touch under the docucam for the class to see. The presentations this year were by far the best ever! =)

See the attached PDF's for additional lesson information.

Here are some samples of the stories my students published. Each student wrote, edited, revised, illustrated and published a story using Studentreasure.com book publishing resources and kits. After completing this process, I had each student take pictures of their illustrations and record their stories in their iPod Touch. In addition, I placed a PDF of each story in iBooks and every student was able to access their classmates stories... which was pretty exciting!

My students are really getting the hang of using Edmodo. Together we came up with a list of ideas we need to remember when using Edmodo.

;^)

REMEMBER:

1. Type in your username and password exactly.

2. "Turn In" is different than "Reply."

3. You can only turn in an assignment one time unless your teacher deletes the post.

4. "Go Home" if you don't know where to go next.

5. Check "Grades" to find out your scores and what assignments you need to finish.

6. ALWAYS use correct spelling, grammar, and punctuation marks. We are publishing in Edmodo.

7. Use the Edmodo webclip and not the Edmodo app.

8. Be sure "Turn In" your assignment when you are finished typing.

9. Use NOTES to type when your response is long.

10. Posting means placing your response on the Edmodo wall.

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I love the ability to easily check student progress on an Edmodo assignment.

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Edmodo Sample Assignments/Polls:

I discovered that typing a short response or sentence in EDMODO is fine. However for a longer writing assignment, I find it better to type into Notes and copy/paste the response into EDMODO. Typing into Notes gives students the option (if needed) to pause, stop, and come back to the assignment at a later time.

Teaching the students how to copy and paste will take some time to teach the first time…so be patient. Students will get the hang of it. You might even teach a small group of students and have those students become mentors.

We wrote the following directions on the board...

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Directions for Students on how to:

Copy and Paste from Notes to Edmodo (or another writing app)

1. Write in Notes

2. Edit your writing

3. To Copy: Press and hold > Get Magnifying Bubble > Select All > COPY

4. Go to EDMODO Webclip

5. Go to the assignment > Press Turn In > Touch in typing area to get the Magnifying Bubble > Let go and you will see the word Paste > Click on Paste

6. Press Turn In

2010-11 is a new school year and and I continue to be thankful for the opportunity to use iPod Touches in the classroom…

I began the year wanting to fly and ended up crawling instead. I realized I was still remembering last year's students and all the amazing things they could do with the iPod Touches at the end of the year. I am hoping by writing this on my blog I will be reminded next year to take it slowly. Now, with a more realistic head on my shoulder, I look forward to watching this new crop of students grow and flourish.

I have had many teachers ask me how I begin the year teaching the students about the iPods, so here are some thoughts. I start with introducing the iPods slowly into the curriculum, going over rules and expectations, and learning to navigate the iPod. I needed to give myself some time to get to know my students and ease them into using the iPods. I really impressed upon the students that using the iPods was a privilege and we were VERY lucky to have this opportunity.

I started with:

HANDLING and BEHAVIOR RULES/EXPECTATIONS — (handling; appropriate typing and writing; high quality work with minimal errors when publishing; exploration and learning vs. playing; appropriate sites only I let them go to; and don't click on ads)

PROBLEM SOLVING EXPECTATIONS — (be a problem solver and detective; have patience; be cooperative and help others; become experts; discover and teach me something new)

NAVIGATION of the iPod — (on vs sleep vs off; home button; volume; airport signal; typing; moving pages)

SEARCHING — (Three ways: home button; slide to search page; or know the exact location)

ASK WHY — (Always ask why you are using the iPod and think about ways to use the iPod to help us learn the curriculum; Student ideas are values)

Soon after, we listened to the story selection on the iPod and explored Apps* such as: Dictionary.com, Google Earth, Diamath, iWiki, Hangman (for spelling practice), Chicktionary, BB Multiply/BB Divide.

Later, students recorded a fluency passage of the story selection summary. I taught the the students some naming conventions (##_Name_Story_Date). We moved into using EDMODO (create and use a webclip instead of using the App, which doesn't allow you to turn in assignments) and explored other Apps* such as: Popmath, Cash Cow, Multiplication Battle, Stay (connecting to balancing equations), Math Balance (connecting to balancing equations), Clock4kids, and Lifecards (for vocabulary).

*With the above mention of specific Apps, I must mention that at this time, due to Apple's change in policy for purchasing Apps for Education, EUSD will not be recommending any apps that are NOT FREE.

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Student Self-Reflection About Using iPods:

~iPods helps us learn more math and reading.

~IPods helps to keep us from misbehaving.

~iPods let us learn new facts in a fun way.

~Using iPods makes me feel smarter.

~I like when we use Edmodo because you can communicate with the teacher.

~I like doing Edmodo because it is cool how I can send back my answer to my teacher's question.

~Using the iPod is not playing. It is learning.

~An iPod is like a computer and help us without wasting paper and supplies.

~I use the iPod to learn and I have to be responsible with it.

~It is an important tool and we don't have to use paper as much.

~One of my favorite things to do on the iPod is Edmodo. I like Edmodo because it is a fun way to communicate to the teacher and turn in assignments.

~iPods help me get faster at multiplication and also lets me record my voice.

~I like learning about all the places in the world.

~I want to use the iPod to help me learn more about vocabulary and how to spell words.

~I really like Google Earth!

~The iPod is a very important tool.

~I like to record my reading on the iPod.

~The iPod touch helps me get a better "egication."

Assessments are commonplace in every classroom. I am working to use the iPods to help with both formative and summative type assessments. I use these assessments to:

1. Determine Student Needs/Differentiate Learning — Students use the iPods to create work samples (Blogs, presentations, recordings), graphic organizers (KWL, Compare/Contrast, etc), and for brainstorming or predicting.
2. Encourage Self-Direction —Students also focus on self-assessment, give peer feedback, and use their iPod in cooperative/collaborative groups.
3. Monitor Progress — I continuously monitor progress, make countless informal observations, and check learning logs/Student Blogs. Students also monitor their own progress. The iPod allows immediate feedback. (Fluency recordings, looking up a word in the dictionary, math apps, teacher comments on Blogs etc.)
4. Check for Understanding — Students also monitor their own progress.

Assessment Examples Used This Year: (I am sure I will think of others later.)

• Google Forms/Docs for both formative and summative assessments
• Surveys/Tests
• KWL Chart — Google Form/Docs (See separate Blog entry for more details)
• Spelling Tests — Google Form/Docs
• Response System — Simple Draw or Doodle Buddy (See separate Blog entry for more details)
• BUMP — Share work and work with a partner (See separate Blog entry about BUMP)
• Blogs/NetNewsWire (Writing) — I check the students progress on NetNewsWire and give feedback regarding mistakes. The nearly instant feedback readily motivates students to make corrections to their work they wouldn’t otherwise make. (This is amazing to me!)
• Partners Work/Share
• Comprehension/Summaries/Reflections — (Student Blog, recordings)
• Vocabulary Building — (Reel Director, iFlipr, BUMP, Blog, drawing programs, etc.)
  
• Grammar Work — Writing correct sentences on the Blog or in Notes. I had students add Emoji icons to their sentences to challenge and engage them. I have also had students record these sentences and get feedback by listening to their recordings.
• Self-Assessment — (Fluency Recordings, Check lists, Blog responses, etc.)
• Problem solving — Overall, working with iPods has taught my students how to become problem solvers. We all know that working with technology has hic-ups and we have to be open to solving problems. My students are eager to learn and figure out solutions.
• Completing levels on various iPod applications
• Challenging a partner in iPod app — Multiplication Battle
  

Overall, I am ecstatic to say that the iPods have made a significant change in my world and that of my students. Proudly, I can say that my students are now enthusiastic, active learners …fully engaged in the learning process. They no longer sit back and accept that they don’t know something.They eagerly discover new information and gladly share with anyone who will listen. They also wholeheartedly help others in need. I am motivated by the changes I see in my students and so hopeful for their educational future. …I love this classroom community! These students eagerly embrace challenges (technological or academic) as long as they have a tool (like the iPod) in their hands that expand their world outside of this portable classroom. Their confidence is incredible! Watching my students grow this year is any teacher’s dream come true. …I anticipate great things for these students in the years to come. …I am also eager and hopeful for other classrooms to experience similar results.

Gerald Lake and Colin Hanel, from Bernardo Elementary School, inspired me to use my class Wiki for literature response. After seeing their work, I placed literature response questions for our read aloud book on our class Wiki. Students then responded to the questions and made comments to each other. …I am pleased with the thoughtful responses and am able to easily assess student comprehension. =)

In addition, three students got so excited about the literature response on the iPod Touch that they each checked out the same book and asked me to create a space on the class Wiki for them and their special book club.

Central’s fourth grade teachers collaborated to better meet the needs of our students. We discovered that students needed help mastering grade level RC 2.6 - Distinguish between fact and opinion in expository text. We worked on a plan to target specific skills and made an action plan to meet the needs of our students. We taught lessons and gave the students an online assessment using Google Docs/Forms. Students took the “Fact vs Opinion Survey” on the iPods or on computers. Overall, we were pleased with our collaborative process and student progress/learning.