Mashups make meaning

As a result of teaching my students about fair use of web content, I have become enamored with mashups. For those who are not familiar with the term “mashup”, it can be a conglomeration of video, audio, or pictures that are remixed or reused in a new way to create a new composition.

Mashups can be used in education as a creative means to communicate what students have learned.

On Bloom’s Spectrum
Mashups are on the creation end of Bloom’s spectrum and require students to make a meaningful composition from multiple sources. Mashups can be about anything. Educationally, students have to perform a variety of mental gymnastics to create a meaningful, original composition about a topic to clearly communicate what is learned.

Analytical. Students must be this. They must listen to audio or view a picture or video and decide what part of it they need to create that meaningful piece of art. The parts must fit into the whole so as to give the audience a complete understanding. If a mashup can use all three mediums, or just one, the author has to be explicit about his or her intent to communicate. Pulling apart the audio, video, or image media demonstrates a student is explicit about what they want and how it fits into the whole.

Synthetical. Students must be this too. To create a conglomeration of media, a student has to be able to pull together different mediums, sounds, images, movements, and more into a coherent whole. This isn’t just about being creative, but communicating creatively bringing together a variety of clips and images from multiple sources at the same time.

Creatively. Students can work to be this. Creativity has a place with all of us. Some are gifted with this and others have to work at it. To be creative is to look at something through a different lens sharing your point of view. Creating a mashup allows the student to put together various parts as he/she wants to. It should be a given, as I have already said, that the final product should be coherent and make sense given the topic.sun mosaic

The lower end of Bloom’s taxonomy
The knowledge side of Bloom’s taxonomy is take care of automatically. A mashup cannot be created if the content is not understood or known.

How to use the mashup
You can have kids create a mashup as a way of flipping the classroom so they become familiar with concepts before you teach. Perhaps it can be thought about has a formative unit measure.

Complex concepts can be interwoven in any of the content areas allowing the student to determine how they best fit together. The weaving together of complex ideas is metacognitive processes that leads a student to question how everything relates.

Another way is to use a mashup as a summative measure to diagnose competency from novice to expert. The use of video clips and image media would be most important here because the choices that are made – what to use and what not to use – demonstrate the complexity of thinking.

Students can create a mashup to introduce who they are, interests, dislikes, family, and passions.

Mashups give freedom of choice and creativity while giving the teacher an in depth look at what a student has learned through analysis and synthesis based on the final product.

Carey, Chris. sun12.jpg. October 2006 . Pics4Learning. 16 Jan 2013

Classbadges: Award achievement digitally

I am a fan, actually an evangelist of sorts, about using digital badges as a way of awarding and delineating levels of talent development within the classroom. I often tweet about this, especially when I am in certain chats, because of the flexibility and positive reinforcement it gives to kids. When used in conjunction with a rubric, awarding badges for talent development prizes them with a visual they can return to over and over again, and when further levels of talent are achieved, new badges are awarded. Rather than display points and a percentage, it shows success and if the student doesn’t reach the level of success they want, they work harder to achieve it. This won’t always be true, but the concept is sound based on video games kids play today.  Students who play games and cannot complete a certain level will try repeatedly to “beat” the level because it shows achievement. I recall my days playing Halo with my brother. We would choose the most difficult setting and play, for long periods of time, trying to go from one level to the next. It was exhilarating to win! Here is the kicker. We never beat the level during the first try which meant we had to go do it over and over again until we did which meant we stayed up late into the night driving my wife crazy. The reward was knowing we could move on and by moving on, we were more accomplished. Give students badges as a way of showing accomplishment gives them a real sense of what it means to achieve.

I have looked for quite some time to find a site that awards badges. One site is Edmodo and another is Classbadges. Classbadges allows a teacher to choose a visual for a badge, name it and describe it. When the student achieves the a level of achievement, a badge is awarded.

Some applications. I recently wrote a post about inFORMATIVE Measures, or ways in which a teacher can use online resources to determine learning as a way to guide instruction. If a student achieves at certain formative levels, badges can be awarded. Book badges can be awarded for so many books read or achieving reading levels. Give a badge for working as a scientist or historian in science and social studies. There are many ways you can use Classbadges to award student achievement.

Give ’em paths

Authentic assessment is a key word these days.  How a student is assessed should be original, and the data that comes out of it clearly describes what the student knows.  Data can come in a variety of ways, but the data has to be real.  So how can students really show what they know in authentic ways?

I reflect on how students came into my classroom earlier this year with only know what a teacher tells them.  It was difficult at first to get them thinking for themselves, but once this happened, they came to understand that how they demonstrate what they know is up to them.  I recall being frustrated and anxious at the start of school; we all felt that.  The frustration wasn’t with the start of school but with how students think.  Many of them feel I should tell them everything and all they have to do is follow.  But, that only creates sheep in the education pasture with few shepherds.  My goal was to get them to see there are multiple paths to accomplish the same thing.  For example, a teacher says to students they are to present on a certain topic.  Students have multiple presentation options that range from PowerPoint to VoiceThread.  In other words, there are many ways to get there.  With many paths to demonstrate what they know, students can display an authentic work that creates new knowledge from what they had prior to learning.

How does the teacher know if the student has really understood the concepts being taught in class?  The learning product displays the concept in a way that makes sense to the student based on a clear description of  the highest level of talent.  I read “Understanding by Design” by Grant Wiggins and Jay McTighe.  A bullet point summary:

Developed by nationally recognized educators Grant Wiggins and Jay McTighe, and published by the Association for Supervision and Curriculum Development (ASCD), Understanding by Design® is based on the following key ideas:

  • A primary goal of education should be the development and deepening of student understanding.
  • Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these “six facets” provide a conceptual lens through which teachers can better assess student understanding.
  • Effective curriculum development reflects a three-stage design process called “backward design” that delays the planning of classroom activities until goals have been clarified and assessments designed. This process helps to avoid the twin problems of “textbook coverage” and “activity-oriented” teaching, in which no clear priorities and purposes are apparent.
  • Student and school performance gains are achieved through regular reviews of results (achievement data and student work) followed by targeted adjustments to curriculum and instruction. Teachers become most effective when they seek feedback from students and their peers and use that feedback to adjust approaches to design and teaching.
  • Teachers, schools, and districts benefit by “working smarter” through the collaborative design, sharing, and peer review of units of study.
Teachers should begin with a backwards approach to clarify exactly what they are seeking.  Let’s be real though and that is that teachers don’t have this kind of time.  So, start with the end in mind asking the question, “What do we want students to learn?”  That solidifies the premise of assessment and that we have to assess.  I am a big proponent of talent based assessment for a variety of reasons but one that makes sense in this post is the concept that what kids know should be described vs. being a point or set of points.  Starting with the description allows a teacher to view student’s work as whether or not it meets levels of talent vs. an illegitimate point based system.

Giving students multiple paths to show what they have learned gives students a creative license to share their learning in authentic ways.  I hope students leave my first quarter class with the idea that there are a variety of ways to accomplish something.

How do you assess students in authentic ways?

inFORMATIVE Measures

One of the things that really excites me about learning is knowing when I have really learned something new. I know I’ve learned something when I incorporate this new piece of learning into my problem solving and critical thinking. So, as a teacher, how do I know when my students are learning and have learned content? Since I can’t get inside of their heads, I have to rely on formative assessments to tell me how much is being learned, and let this direct my teaching.

20th Century formative measures In 20th Century learning, teachers use paper and pencil having kids answer a few questions, collect them, scramble through them to figure out who isn’t learning, pull those students for intervention, while having something for the kids to do who are getting it. Another strategy is to have kids raise their hands answering questions hoping every student is really telling the truth. Both options are difficult.

21st Century formative measures In this digital age, teachers have the opportunity to leverage technology to their advantage to gain insight into what students have learned. Students have wireless devices today that may be an iPod, iPhone, iPad, Nook, Kindle, Android or laptop, and, because they have these, it gives teachers the opportunity to gather accurate information quicker, easier, and with greater efficiency. These formative measures can be embedded within instruction giving teachers flexibility when to use it. Using technology gives us instant feedback allowing for responsive teaching vs. reactive teaching. By this I mean that formative measures share quick, reliable data helping us give responsive intervention as soon as it is needed rather than wait until the next day when the learning moment is past. Dylan Wiliam, author of “Embedded Formative Assessment” shares his view on formative assessment.[youtube http://www.youtube.com/watch?v=B3HRvFsZHoo&w=520&h=315]

Kevin Rich, English Language Arts teacher at Lakeridge Junior High School, wrote a guest blog about formative assessment in writing.  While this post is not about writing, it is about how to do this easily.  His second point brings simplicity to an embedded formative measure:

Don’t try to do too much with any single formative assessment.  Feedback is most effective if it’s given during the writing process.  That means that formative assessment must be very quick and easy for me as a teacher.  By formatively assessing just one or two skills or standards that I taught that day, I can diagnose which students have a lack of understanding as they are writing.

Formative Measure Tools
Getting caught up in measuring every part of your lesson is unrealistic.  So, the measurement tool has to be relatively easy too.  Below are a list of tools that can be used in class and are free.
  1. Tool 1 – Mentimeter  > Interact with your students letting them give you valuable feedback.
  2. Tool 2 – Quiz Star  > Free quiz maker for all teachers.
  3. Tool 3 – Twtpoll  > This is a free or you can pay for powerful features.  Create polls that others can interact with using Twitter.
  4. Tool 4 – polls.io  >
  5. Toll 5 – Edmodo  > This is a free LMS for teachers to help connect them in powerful ways by joining communities.  Once a member, quizzes can be created for students to take which can be either formative or summative.
  6. Tool 6 – Google Form  > Create a Google account and use Forms to create formative measures.
  7. Tool 7 – Socrative  > Engage students in a variety of ways in class to gather important information about what they are learning.
  8. Tool 8 – cel.ly  > Not only can you create cells for students to work within, but polls can be created for formative assessment.  Results of polls are stored for teachers to go back and review.
  9. infuselearning – This is a great site to collective formative data about your students. Not only do you have the normal types of questions – i.e. true/false, matching, and MC – but you have the ability to add in a draw response too!
What To Do Now
Preview the eight tools above to determine which one suits you better.  I have used Google Forms, Edmodo, and cel.ly and like all three.  Whatever one you choose to use, start slow.  Choose one lesson where you can use it easily, match it up to a learning standard, and use it.  The great part about using BYOD as a response system is that the data you get can be stored so you can create an anthology of learning about every student over the course of a school year.  When it is time to communicate with parents, teachers, or administrators, you can bring your data with you to show learning progress.  Having this kind of data kept over time also allows you to determine the effectiveness of RTI.

Let the discussion begin!!

me: i’m here

Denise: I thought the 3rd one could use Glogster.
me: Glogster would be perfect for the third one.
In Glogster, kids can import pics, YouTube videos and more.

Denise: I’m thinking about using the iPad for apps and then the netbooks for other activities. I just feel like I have no time to prepare anything besides pencil and paper.
HOw else could I use youtube?
I need to get an account for Glogster right?

me: What do you mean using iPad for apps? I’ll do some brainstorming for the other two ideas. One of your CC goals is to have kids create webs. I have a few ways for kids to do that together.

Denise: That would be cool- I was thinking pearltrees?

me: No, you don’t need a Glogster acct. I have a subscription and can add your kids to it.
Pearltrees would be a great idea! Pearltrees is about creating webs using websites by Pearling them.

Denise: Do you know how to create an app? I thought that could be cool and see how the kids could run with it- more of a small group enrichment for accel.

me: BRB. I am going to check in Chrome Webstore for app creators.

Denise: cool

me: Ok, can’t find anything right now, but there might be something out on the web.
for which of the activities do you want kids to create an app?

Denise: I’m basically trying to start a doc for major lit skills that students are not really grasping well yet, and then work on others. my goal is to have parents in during EI to monitor and help guide these activities. I think the other I’d really like to work on is vocab. THey never do too well, so I want to use tech to increase abilities. I guess I could start with vocab games, but would like to do more.
For the view selected movie clips could this be on my youtube channel? Need huge refresher on that.

me: I have a perfect solution for game making. It is called Zondle and I am using it right now with Bev Cornett.

Denise: let’s do it. If she has the same planning as me I will come down when you’re already scheduled with her.

me: YouTube is a great place to find movie clips and add to your channel. Plus, the kids can go back and watch it whenever they want. What would you think about creating your own videos to put on YT to help teach or refresh what kids are learning in class? I found a piece of hardware I want to order that would help you do this.

Denise: why not. is it possible to use the wingclip videos in my youtube channel or is this something I’d have to link to Moodle? I’d like to streamline as much as possible. I guess I could link youtube channel to moodle?
not familiar with go animate- that’s an app?
btw I’m logging this as PLC- i will share the form with you.