First off, I have to confess the QR code hunt wasn’t my idea. As all teachers are, I am an idea bandit. This lesson was inspired by a 5th grade teacher, Lisa Highfill. She did a QR code scavenger hunt with her class, but her algebra equations were a bit more challenging than ours (using negative numbers). If you aren’t following Lisa on Twitter yet, you are missing out. So stop reading for just one second and start following her.

A lot of pre-teaching came with this lesson. We just finished a unit learning about coordinate grids and finding ordered pairs.

Here is how my class and I created the QR Code Egg Hunt:

Day 1

One student turned the map of our school into an (x,y) coordinate grid. He used a ruler and labeled the x axis and y axis.

After school, I looked over the grid map and selected several locations (ordered pairs). Then I went outside with a student iPod and checked to ensure there was a wifi signal in those locations. If there isn’t a signal, then students will not be able to follow the link with the QR code. Also, I picked locations where I could easily see the majority of the groups while they were on their hunt. I didn’t pick any areas that would be unsafe like in front of the school. My students called these areas on the map the “unknown regions” (in reference to our read aloud The City of Ember).

Day 2

On Day 2, I made copies of the grid map. During math class, each group of 4 students was assigned one location. I gave each group a folder with the map with one location on it. They had to collaborate to create two equations: one to solve x, then one to solve for x and y. Here is an example:

• A group was given the location: (7, 5) so they made the following equations:
  • y = 4x – 23
  • Solve this to find x: x = (2 x 3) + 1
  • These equations would give them the ordered pair: (7, 5)

 Also, just for fun, I had each group add a funny Spring time joke. My favorite joke they found was:

What does the Easter bunny get when he makes a basket?

Answer: 2 points! Just like anyone else!

After school, I reviewed each groups’ equation for accuracy. Then I created a Google Doc for each equation. I titled each Doc “Location 1-2,” “Location 2-3,” etc. The 1-2 means, Location 1 which leads to location 2. In addition (and this is important), I made it so each Google Doc could be shared with anyone with the link. Do this by going into “Share” and simply change who has access. I also added the joke to each teams location. The answer for each joke was found at the next location.

Here is an example of one of the Docs:

Follow this link.

 Then I made a QR code for each Doc. I used a free QR generator that I found simply by doing a Google search. I used: http://www.qrstuff.com

Here is an example of a QR Code:

Creating a QR code is easy, simply copy and paste the URL of each Doc into the link window on the QRstuff.com webpage. Then you can download the QR code and add it to a different Doc. I titled each QR code with the location (on the Doc). Then print the Doc with the codes. I printed the codes on colorful cardstock paper. Then I cut the QR code paper into the shape of an egg. They are now officially QR eggs.

Another great tip is to recruit help. Since I was going to be unleashing 31 4th graders onto the campus at once, I needed more adults to monitor students behavior and to help if there were any glitches. I recruited a parent, our coach, and our principal.

Day 3

Before school, I made sure my students had the RL Classic app on their iPods. Also, I went around school and hid the QR eggs. Some were hidden below benches, some were hidden high, some were hidden low. As I hid each QR egg, I checked that the code worked using a student iPod.

During math class, the class and I spent some time reviewing how to capture the QR code and how the RL Classic app works.Each student was given a map of the school and a page to do their scratch work. We spent some time reviewing the map as well. We colored parts of the map so my students had a better idea where things were located on the map.  We colored the quad area green, our classroom red, the MPR room blue, and we colored the “unknown regions” black.

Before sending my students out of the classroom to begin, I went over ground rules. No running, use classroom voices in the hallways, and I told them that no QR eggs were hidden inside (except for the office). I wish I had really explained that they HAD to go in order. That if they happened upon a QR code on their way to their next location, that they needed to keep going to their location they just found by solving the equations. In addition, I explained how this is a team activity and each team member had to complete the equations. All team members had to agree upon the answer for their next location before they could move on. Most groups took this step very seriously. They had great conversations while they solved the problems. They helped each other when someone got a different answer. I was very impressed with how well they supported each other throughout this activity.

Then finally it was time, students were sent out to their first location (the one they created their equations for). I had to make sure that their start location led them to the next location. In other words, their assigned location did not have their equations. Students were sent all about the campus. Solving the first few equations were the most difficult, but they quickly caught on. Every single group was able to find each of the hidden QR eggs, do a bit of algebra, and have FUN. I believe that I have created a new tradition to help make 4th grade memorable for my students!

 Here are some student quotes I collected throughout the lesson:

“I really get it now! I get how to find both x and y!”

“That was so cool! We got to watch the kindergartners go on their egg hunt, while we solved math problems to find our eggs!”

“It’s funny how our table group usually doesn’t get along, but during the egg hunt we really came together!”

“That was so much fun. Next time hide them harder!”

• How have you as an educator transformed your learning environment?
• Illustrate how Apple technologies have helped in this transformation.
• What successes have you seen with your learners?
• How do you share these successes to influence the broader education community?

In addition, I had to use those same questions to create a two minute video. Here is my video:

Applications were due on January 15, 2013 and now is perhaps the hardest part. The wait.

Update:

Unfortunately, I was not accepted as a 2013 Apple Distinguished Educator. I stand by my earlier comment that creating the video and the application was a wonderful exercise in self-reflection. Perhaps I will apply again, but for now I will continue to innovate with my students and blog about my classroom adventures. Best wishes for the class of 2013 Apple Distinguished Educators!

First of all, if you know nothing about EdCamp, here is what you need to know:

• This is a grassroots professional development movement taking place all across the globe. Learn more about it here at Edcamp.org
• EdCamps are always free.
• Phenomenal educators attend ready to collaborate and share their ideas.
• There is no pre-made session board. All sessions are created in the first hour of EdCamp.
• Sessions do not have to be lead by an “expert.” If you are interested in learning about a topic, you can write up a session card and add that you want to spark a conversation about your topic of choice.
• Many of the sessions did not include an educator standing in front of the group with a well-planned slide deck. But rather, many sessions were organized by the session leader; running an organized discussion, allowing participants to be part of the presentation.
• Most sessions were collaborative events where participants were encouraged to share their ideas.

Perhaps, my favorite part of the day was the first hour. When I checked in I was given a piece of paper where I could write my session proposal. At the thought of this my hands got a bit sweaty. I arrived to EdCamp by myself, only knew a few others, and was quite honestly a bit intimidated upon seeing many of the teachers whom I follow on Twitter in attendance. During the first hour I sipped my coffee and began chatting with people I knew well in the Twitter world, but never actually met in person. Those brave enough began placing their papers on the session board. I believe the first session placed on the board was titled “Things that Suck,” a session organized by Bill Selak (@billselak, one of the EdCampLA organizers). As more and more session cards were placed on the board, the crowd surrounding the board began to grow. I loved listening to the chatter about what sessions sounded #EduAwesome and watching teachers hover their iPhones into the air trying to get the best shot of the board. Finally, I decided to lead a session.

As I approached the session board, I began to realize that I needed to place my session card wisely. I knew I wanted to attend Bill Selak’s “Things That Suck” session along with Steven Davis’ (@rushtheiceberg) “Teacher Confessions.” So there my session went, right onto the board during the second session. My session idea was titled, “App Differently.” I intended this to be a collaborative session where everyone can share how they use iOS apps to promote the 4 Cs: create, collaborate, communicate, and think critically.

Here are the sessions I attended:

• Conversations about Flipped Learning hosted by Cheryl Morris (@guster4lovers) and Karl LS (@kls4711)
• Teacher Confessions by Steven Davis (@rushtheiceberg)
• Things that Suck by Bill Sellak (@billselak)
• And my own, App Differently

App Differently

During my session everyone who attended had the opportunity to share out their best practices of using iOS apps to promote creativity, collaboration, communication skills, and critical thinking. Ideas were flowing so quickly someone volunteered to write down all of the apps onto the whiteboard. By the end of session the entire whiteboard was full of app ideas. I hope to share all (or most of the ideas) here. My only wish was that I got everyone’s name as they shared their ideas. So please note there are some phenomenal ideas here and they are not all mine. Please, if you are reading this and one of the ideas listed here is yours, leave a comment and I will attach your name to your idea.

Mad Lips App- I shared this idea and I blogged about it here. I use this app so students can create talking book covers to use to summarize, do book reviews, practice understanding perspective, etc.

iMovie Trailers- This is a great tool for presentations. Plus, students can create book trailers!

Explain Everything- This is a screen-casting tool that students can use to create tutorials. (Shared by Holly Clark @hollyedtechdiva)

Haiku Deck- This app allows you to create a slide deck. It will allow you to search for creative commons pictures. (Shared by John Stevans @jstevans009)

Bugs and Bubbles, Bugs and Buttons, Bugs and Numbers- Jen Wagner (@jenwagner) shared these are great apps for the primary grades to be used as learning centers.

Idea Sketch- This is a mind mapping app. Students can collaborate and create mind maps about a topic of discussion.

iMotionHD- This is an app that allows you to create stop animations or time lapse videos. One teacher shared how they use this app to record special events in their classroom like the cookie stacking project. There is a free and paid version.

iStopAnimation- This is another stop animation and time lapse app. $$$

OSnap- This is another FREE stop animation app.

Vintagio- This is not a free app, but it is a silent movie making app. This is a great app for the classroom as it doesn’t matter if it is noisy while filming. I blogged about this app here.

Creative Book Builder- This app allows you to create books and it will convert them as an ePub or PDF.

Pulse- One teacher explained how they use this app during SSR. Students can add RSS feeds and read/follow blogs.

Kidblog App- This is a personal favorite as it allows students to publish their writing and maintain their own blog. I blogged about it here.

Pic Play Post- This app allows you to create a collage. One teacher explained how students took pictures of solving polynomials. Then they would add a voice over to the picture to explain. This app has a one minute maximum.

Zoodle Comics- This is a comic book creator. Alice in WonderTech (@WonderTechEdu) shared how she has her students create tableaus of a scene from a book. The students create speech bubbles and captions. In addition, she goes a step further then has her students upload these images into iMovie to add audio.

My Script Calculator- This is just a cool app. JR Ginex-Orinion (@gochemonline) shared how this app allows you to write an equation on the screen and it solves it for you.

Ecove- Was recommended as a great app for administrators to help organize observations in the classroom. This app is designed for educators/admins.

CommonCoreLookFors- This app is used as an evaluation tool. It allows you to capture video, examine process, but it isn’t free. $2.99

Schoology- Alice in WonderTech shared this idea. She has her students use both the web browser and the app. This is a way to organize your class, share docs with your students, and is a great workflow solution for your students between school and home.

CamScanner- How many of you are trying to go more and more paperless as you begin to use your iPad as a tool for teaching? This app will help you turn your paper documents into PDFs. You just use the camera to capture the page. This app automatically recognizes the borders of the paper. It allows you upload it to google docs or Evernote.

ShowMe- This is a screen-casting app that is a great way to have students create tutorials. This app is free!

Remind 101- This is a texting app that allows you to send large group texts out without the others being able to text back. Bill Selak discussed how he uses this app with his University level students as reminders about assignments and due dates.

Apps as Workflow Solutions

DropBox App

Schoology

Edmodo

Apps for Mirroring (besides AppleTV)

Reflector- This is an app for your desktop computer that you can purchase through Reflector.com. I blogged about it here.

AirServer.com

Doceri

SplashTop- Allows your iPad to control your desktop.

Please feel free to add a comment if there is an app idea that was forgotten. I was typing like a madwoman as the ideas keep flowing! Thank you to everyone who attended my collaborative session. You have inspired me with more App Differently ideas.

And lastly, thank you so much to the EdCampLA organizers who tirelessly made this an unforgettable event. The venue was beautiful, the swag and prizes were great, and the net-working and collaborating was priceless.

–Jo-Ann Fox

My students and I have been anxiously awaiting an iOS app from Kidblog.com where we can easily post and comment on blogs and it is finally here! The app works great for updating and adding new posts, commenting, adding photos, attachments, video, and has become a regular tool in my classroom to help as a workflow solution. Quite often my students begin their publishing on the Kidblog app on their iPod and we will finish the project in the computer lab. Also, we can then use the published text for other projects in the lab like Keynote, Pages, Wordle.net, Comic Life, etc.

If you haven’t been using Kidblog, I highly recommend creating an account for you and your class. Kidblog allows you (as the teacher) to control the security settings. For example, you can keep your class’ blogs secure so that only students in your class can read and comment on each other’s blog posts. Or you can open the blog site up to other Kidblog users. In addition, you can make it so your students’ posts and comments do not appear unless you have approved them. This may help relieve those of you who are nervous about opening your students up to potential cyber-bullying incidents. However, I started out with a lot of control; approving all posts and comments. I quickly realized that not only was it difficult to keep up with moderating, but also the valuable instant feedback from student to student was lost as students waited for me to “approve” their posts and comments. I decided to spend more time teaching valuable digital citizenship skills with my class. This was time well spent with my students as they will carry these skills home with them. All of my students know that when we are online, following the “Golden Rule” is always important. In addition, they know this phrase well, “Once on the internet; always on the internet.”

So if you are looking for a way to engage young writer’s explore Kidblog.org. This is where your students can share their voice, creativity, and learn how to effectively communicate with a real audience.

Resources:

www.KidBlog.org

Link to AppStore: Kidblog App

Cost: FREE

iOS: iPod, iPhone, iPad

As my fourth grade students and I ventured through the first three chapters of the math curriculum I had two groups of students form in my classroom. The ones who got it the first time and the ones who needed more TIME. But, as you all know, TIME is a teacher’s biggest enemy! We have the inevitable forces pressuring us to rush through lessons and move onto the next chapter before all of our students have mastered the skill. This approach “leaves students behind,” but it sure does ensure every single standard was “taught” before that state test comes around. I am sure most of you reading this do not feel comfortable with this type of approach. Neither do I.

It was after Back to School Night, where several parents came to me to discuss math homework. Even after reassuring parents, “I have your child in my intervention small group” I walked away from the evening knowing in my heart something in my math program had to change. It had been sitting in the back of my head for the past year. I had known the answer all along. Just the thing that would help all of my students access the math content in the pace that was right for them. I had read about it. Followed chats on Twitter about it. I had even talked to the gurus themselves, Aaron Sams and Jonathan Bergman at ISTE12. The answer was to either to continue “flip out” and continue this pedagogy paradox, or flip my math lessons!

The weekend following Back to School Night, I recorded Chapter 4‘s math lessons on my iPad using Explain Everything, posted them on YouTube, and made links to the videos on my class website. I sent the email out to parents explaining the new change and held my breath. I was nervous about what parents would think. Most of them had never heard about flipped learning and I didn’t discuss this at back to school night.

The kids came to school Monday morning and I had a serious conversation with them. I asked them what they thought about the math homework so far. I got a variety of answers. “Its great,” exclaimed my highest math students. “It’s hard,” from some of my brave students. But many students said, “It takes me so long.” Many of them were going home and practicing their problems incorrectly and it would take me several days to undo that behavior. In addition, they were spending way too long to complete it! I asked them if it would be okay if I came home with them to help them with their homework. They loved this idea! They said I could have dinner with their family and everything. Then one intuitive student said, “How are you going to be at all of our houses in one night?” Ha! That was the question I was hoping for and that is when I explained to them how we are going to be learning math from now on.

Flipping in education can mean a variety of things. But the simplest definition is the idea that students watch instructional videos (made by their teacher) at night for homework so that students arrive to school ready to apply the skills they learned. In my flipped classroom environment, the emphasis is not only the videos, but more importantly, how I now utilize my time in the classroom with my students. And remember when I said, TIME is a teacher’s biggest enemy? The twenty to thirty minutes I would have traditionally spent teaching a whole group lesson now becomes time for me to work with students. We spend less time using worksheets to practice skills and more time working in small groups to apply the math skills to real world applications. My students are learning math by playing with math. They are writing about math. They are creating their own equations for friends to solve. They are applying all of those 21st Century skills we keep talking about in education: creating, collaborating, communicating, and using critical thinking skills.

But the question you should all be asking me at this point is, well, does it work? Here is my response to that question… Let’s look at the data. My formative assessment with chapter 3 (which was addition and subtraction) showed that 50% of my students had demonstrated mastery. Chapter 3 was a review chapter from third grade math, yet my students were not effectively mastering the skills. They were doing homework each night, I was teaching a whole group lesson, and allowing time for independent practice as I pulled small groups. However, when I started flipping my math lessons with chapter 4 I got different results. 90% of my students passed the formative assessment! I should also add the skills in chapter 4 are far more challenging as this is the first time students learn to use variables, parentheses, and this chapter has a heavy emphasis on problem solving skills. Additionaly, since beginning my flipped math class, I have had an almost 100% success rate with math homework!

I have had parents come to me thanking me for making the videos. Even parents of other fourth grade students (not in my class), who had heard through the grapevine about my videos, approached me explaining how the videos are really helping with homework. The students claim they love having the ability to “pause” me. Wouldn’t we all want to pause our teachers every now and then? But seriously, what they mean is that while they try to catch up in their note taking they can actually pause me and then press play when they get caught up! They love the power of being able to rewind me if they missed something, too. The flipped lessons allow them to work a pace that is appropriate for them and my students are becoming far more responsible with asking me questions about their learning.

I plan to continue this journey of flipped learning and the word is spreading! My fourth grade team wants to join in on the effort and help me create videos. So if you have been thinking, researching, or pondering the idea of flipped learning, I hope my blog post helps push you to the point where you realize you can either continue to flip out or start flipping!

Here is an example of one of my videos. I used the iPad app called Explain Everything to create this. There isn’t anything fancy about it; it is just teaching in the simplest form:

In the News: 

Here is my class on the Fox 5 News.

Here is an article in the North County Times.

To learn more about Flipped Learning

Read: Flip Your Classroom: Reach Every Student In Every Class Every Day by Aaron Sams and Jonathan Bergman

Follow #flipclass on Twitter!

By Jo-Ann Fox

When introducing your iPods/iPads to your new class, you do not want to overwhelm them with 100 different apps. What you want your students to understand right from the get-go is that iPods/iPads are not toys. Many of your students will come from homes where they already have iPods and iPads. They primarily know these devices as gaming tools; as a way of playing Angry Birds and Cut the Rope. You want to help them relearn that iPods/iPads are learning tools that are critical to their success in school; that when they pick up their iPod at school, that does not equal time to “zone out” playing games and listening to music.

While I believe learning games have a time and a place in school, they should not be the only focus of iPod/iPad use in your classroom. You want students to understand that their device is their connection to answers via the web and a research tool. You want students to be able to effectively use iPods/iPads to communicate and collaborate with others and share their learning. You want your students to be able to create and use critical thinking skills. With these 21st Century skills (communicate, collaborate, create, and critical thinking) your students will be able to enhance their learning. And your choice of apps will directly effect the success of your students’ use of the essential 21st Century skills. You really want to differentiate the difference between “skill review apps” and “creative apps” (see blog post Creative Apps vs. Skill Review Apps). So when selecting your start-up apps ask yourself the following questions:

• Will this app promote creativity?
• Will this app require critical thinking?
• Will this app enhance communication skills?
• Will this app enhance collaboration?
• Can I use this app in all content areas?

Begin by selecting no more than 12 apps to start off your school year. The majority of your apps should be apps that you plan on using in all content areas. Resist the urge to download 100 different apps. If you do this, you will overwhelm your students. I believe you should begin small. Let them get to know a small number of apps well, then build as your year progresses. I also encourage you to select apps based on what you are learning about in class at a particular time. Don’t feel like once you have introduced a new app that it must stay on that iPod for the rest of the year.

Here is the list of apps I begin my year with:

 SimpleMind+: Simple mind is a mind mapping app that I use in all content areas for brainstorming ideas. Students create and collaborate in teams to demonstrate their understanding in Social Studies and Science. They also create webs of ideas for their writing. See blog post called SimpleMind: Digital Mind Maps for the Classroom.

 Evernote: I use Evernote for my students to create writing pieces   for the writing block, response to literature, and math journaling. See blog post Lose the Binder: Use Evernote in the Classroom.

 DoodleBuddy: DoodleBuddy is used as a personal whiteboard to demonstrate learning.

 SonicPics: I use SonicPics so students can effectively communicate their learning and/or comprehension. See my blog posts called 10 Effective Apps for Students with Autism and How Apps Promote Learning for details.

Edmodo: Edmodo is a social networking site created for education. Using Edmodo, students are able to collaborate, create, demonstrate critical thinking, and communicate ideas.

 RL Classic: This is simply a QR code reader.

 ComicTouchLite: This is an app I have students use to create comic books to demonstrate their comprehension or to help create interesting ideas for their writing.
 Dictionary.com: While I currently use the free version of this app (it contains ads) I am hoping to be able to purchase this app for all of my iPods. This app has a great thesaurus built into it and an excellent voice to text option (only available on the paid version).

  Accelerated Reader: My school uses the web version of AR and the app works really well. What I like most about the AR app is that when my students finish taking their quiz, they are able to view their TOPS report. This report allows them to monitor their progress toward their personal AR goal for the trimester. It shows also shows them their average percent correct on their quizzes for a selected period of time (the trimester dates). This has really helped my students to think critically about their comprehension success.

 DragonDictation: This app is a speech to text app that really assists students with spelling and to help with effective communication skills.

In addition, I include two “skill review” apps; one Language Arts app and one Math app. This year I started the year off with:
 Boggle: This year I am implementing the Daily 5 into my reading block. This app is an excellent app for students to use for Word Work.
 MathAcademy: I chose this app because my students need to be able to pass their times tables by October 1 to meet their first learning target. This app allows my students to practice math fluency with addition, subtraction, multiplication, or division. It also allows them to select levels of difficulty so my students can personalize their learning.

Web-clips I include:
Edmodo: I include the Edmodo web-clip so my students can use the Edmodo quiz option that is not currently available on the Edmodo App.
My Class Website
Google Response Form (see blog post called Use Google Forms and Go Paperless!)

Getting your devices ready for the new school  year can be seriously time consuming. Especially since they have mostly likely been sitting in storage all summer long and perhaps missed some software updates. I suggest creating a “master” iPod. On this master iPod, you will set everything up the way you want all of your iPods to look:

1. Update that iPod’s software (if needed).
2. Be sure to set up your school’s wifi password. You may also want to set up your home’s password as well, if you plan on working on iPods at home.
3. Carefully select the start-up apps you want on your iPod.
4. Create any web-clips you want included.
5. Create folders. I usually create a folder for all those apps that you can’t remove but rarely use. (For example, settings, contacts, mail, stocks, game center, maps, Appstore, and Find my iPod).
6. Set up email/contacts (with your teacher email).
7. Set up Find My iPod Touch account.
8. Setup restrictions in general settings.

Once you have created your “master” iPod, you can quickly sync each of your other iPods simply by restoring all them to your “master” iPod’s settings. In this blog post, I won’t go into detail about all of these steps, as Escondido Union School District’s iRead website has excellent directions for iPod and iTunes setup. Following these directions for me was critical to make the rest of my school-year syncing smooth and easy. Link to the directions on EUSD’s iRead Website.