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Friday, September 25 • 13:10 - 14:30
Transformative Teaching is Easier than You Think LIMITED

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Limited Capacity seats available

Grade Level
• Elementary through junior high
Subject Focus
• How to seamlessly integrate technology into every subject area
Nature of Students
• Transformative teaching naturally lends itself to differentiation and  it inspires students with attention deficits and behavior issues.
Lessons Learned
• Transformative teaching is easier than you think.
• ‘A-ha’ moment occurred when I realized that in order to shift from instructor to facilitator I had to relinquish some control and place it in the hands of my students.
• I engaged my students with the following tools and experiences in a variety of subject areas.
- Multimedia: VoiceThread, Movie Maker, PhotoStory 3, PowerPoint
- Inquiring Minds Program: Zoo School and Museum School
- Mobile Learning: The use of iPads, Chrome Books for formal and informal learning, any time, any place, anywhere with selected apps.
- Kidblog: student blogging, uploading photos, inserting links, and embedding multimedia.
- Real Time Board: virtual collaboration, whole class real time use.
- Padlet: virtual sticky notes for class collaboration and reflection in real time.
- Discovery Board from Discovery Education
- Word cloud tools: Wordle, Tagxedo
- Voki: Students created their own avatar to use in a variety of activities (including blogging) utilizing the audio capabilities (text-to-speech and audio recording)
- Google Apps: Building technology capacity using Sturgeon School Division’s district access to Google Apps for educators and students. Specific focus on Google Docs, Google Draw, Gmail for chat and video conferencing.
- We Video: Peer to peer knowledge sharing by using video, documents, voice overs, pictures, diagrams then creating a finished, shared product.
- Loup Collage:
- Read Write Think Timeline:
- Wee Me: Creating avatars then saving and uploading them.
- Google Earth: Incorporating this tool across subject areas using placemarks, as well as creating and narrating a guided tour.
- Raz Books: Reading at tested reading level and being able to record their reading.
- TodaysMeet: Real-time classroom conversations in an online community.
- Classroom Dojo:
- Discovery Education Science Techbook:
- Glogster Edu- Creating multimedia presentations.
- Blabberize= Voice recording, picture uploads to create an animated picture.
- Stop Motion Animation:  Creating Claymation movies
- Popplet:  Use of virtual sticky notes for research projects
- iMovie- Creation of both movies and trailers
- Tinkercad:  Creation of 3D designs which are then printed on a Makerbot 3D printer.
- Kahoot It:  Allows creation of questions to be played with the entire class.
- Lego Robotics: WeDo and Mindstorm used in a Makerspace setting.
- Ollie: Programmable moving robot used in Makerspace.
- Sphero: Programmable robot used in Makerspace.
- Little Bits: Electronic circuits used to build moving items.
- Snap Circuits: Electronic circuits used to make more complex working machines.
- Makey Makey
- Explain Everything app:  Used to record the screen.
- Storybird:  Web-based site for digital storytelling.
- Story Creator app: Digital storytelling tool where students can narrate and draw illustrations.
- Read and Write Google: Assistive technology for students experiencing difficulties with reading and writing.
- Powtoon:  Creating animated presentations that can be uploaded to YouTube

These tools were not only incorporated in my lessons presented to students, but they were also placed in the hands of students to create and complete assignments.

• On occasion the technology does not work as planned, but it is important to have a plan B.  I also had to become comfortable with the fact that it would be impossible for me to know everything about each of these programs.  It is important to model being a life-long learner.

Evidence of Success
• My students increased in reading fluency and became more independent learners. Students were more engaged in their learning and gained valuable tech skills.  Many students practiced their skills at home.

Parental/Community Involvement
• Parents were able to assist their child’s learning by accessing it in Google Docs.  Parents were able to provide digital commentary on the assignment itself.  Because the assignments were online it served as a portfolio that could be accessed at any time.  The blog provided evidence of student’s reflection on learning.

Students shared their learning in a project titled “We Are Alberta” Expo.  In this project students researched a topic from the grade 4 Social Studies Curriculum. The Expo was presented the entire school and parent population. Presentations included:
• Research
• Hands on activities such as fossils, minerals, models
• A sample of a dish from their heritage
• Digital presentations
• Sitting in a real life tipi and learning about the history of its people from a metis individual
• A celebration of the town’s history (multimedia)
• Getting to interact a real live horse and learn about its’ care
• Participating in a dance (Red River Jig)
• Listening to and watching Native Legends
• Virtual fossil dig using iPads
Getting an opportunity to look at and touch artifacts from Head Smashed In Buffalo Jump
Wagon rides to provide students an opportunity to experience the past for themselves and pay homage to the original Athabasca Landing Trail.

Students used inquiry-based learning in a fossil investigation project.  The investigation included:
• Reading information cards, then recording the appropriate information
• Digging for dinosaur bones in sand
• Rebuilding a dinosaur using the bones
• Sketching
• Watching a video on paleontologists (iPad)
• Examining fossils with a magnifying glass
• Virtual dig on a PC operating system
• Examination of virtual fossils using the Earth Story iPad app
• We used Popplet to record information as we moved from station to station and we took pictures and video of our progress with the iPad.
• Students completed the project by using the app Explain Everything to present the entire project complete with video, pictures and voiceovers.

Students used project based learning to investigate the various regions of Alberta.  Students were given the scenario of a Zombie Apocalypse and they had to escape to one of the regions of Alberta.  They needed to research edible plants, poisonous plants, shelter locations, temperature, distance from Gibbons as well as any other facts they deemed important for their survival.  They then first created a trailer using iMovie, then a diorama of their shelter, and a weapon to defend themselves ie. Catapult.  They wrapped up the project by filming in and around the school and uploading their information to create an iMovie.

Suggestions for participants
• Start with one small thing, in one subject area and experience success there first and access your colleagues’ knowledge.



Friday September 25, 2015 13:10 - 14:30
B18 (Humanities Wing)

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