Edwards,+Michelle+E

Cool Tools Review and Application Plan  During the New Literacies Institute we were exposed to a variety of cool tools that can easily be implemented in our classrooms. Many of the tools I was familiar with such as Google forms/doc, Symbaloo, Live Binder, Sock Puppetts, Glogster, and Prezi; however there were a few that I look forward to exploring more in depth and finding effective ways to incorporate in lessons this school year. For example, I create rubrics for assessing student products quite often and I usually use an online rubric creator. The introduction of irubric seems like a better tool than the one I am currently using and I want to explore it further for creating quality rubrics. Another tool I wish to investigate is Slide Rocket. I introduced my students to Prezi last year and while many of them loved using it, some found it difficult. SlideRocket will give them another option when creating presentations. Finally, I am interested in exploring Tricider more. I have used Today’s Meet and Poll Everywhere in class on occasion, but I like the combination of both tools that Tricider offers. This tool seems to be a good way to encourage discussion in the classroom.  One of the break-out sessions I attended was presented by Gail Holmes. The Problem-based Learning session was informative in learning about essential questions required to begin a PBL activity. Ms. Holmes began the session by explaining the basics of PBL then as she realized that most participants had difficulty with creating the essential questions, she took time to explore the creation of questions further and provided examples as to how these questions could be incorporated across curriculum areas. I have been exploring PBL on my own this summer and her explanations have cleared up some of the questions I had regarding PBL. I am excited about incorporating PBL lessons in my own classroom and sharing the process with others in my school.  The second break-out session I attended was role-playing using Ning and the use of Diigo for collaboration in the classroom. I am familiar with Diigo and use it in my classroom already. This session presented by Richard Beach mainly focused on the use of Ning to role-play when teaching argumentative writing. I am excited about taking this tool back to my classroom. Students assume a role, adopt a pro or con stance, and debate online creating valid arguments and support for their arguments using Ning. Having to address counterarguments is imperative and a skill that my eighth graders struggle to master. Typically, my students enjoy debates but not all students are quick enough in their thinking to debate orally. Ning is a way to allow students time to think before stating an argument and it allows them an opportunity to incorporate writing effectively to express ideas.

 Application of Technology Tool: Argumentative Writing Standard: Implementation:
 * 8.w.1 Write arguments to support claims with clear reasons and relevant evidence.
 * o Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
 * o Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
 * o Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
 * o Establish and maintain a formal style.
 * o Provide a concluding statement or section that follows from and supports the argument presented.
 * As students enter the room, have them draw from a container either a blue stick or a red stick.
 * Ask students to respond to the [|polleverywhere.com] question: “Do you think middle school students should be allowed to sit where they want in the cafeteria.”
 * Currently our eighth graders are required to sit with their assigned class in the cafeteria. Engage students by presenting them with the idea of having the option to sit where they want in the cafeteria instead of with an assigned class.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Instruct students to adopt a pro or con stance on whether our school should allow “free seating” in the cafeteria. They will need to choose the role of either a student, parent, teacher, or administrator. Students with the blue stick will adopt a pro stance and those with a red stick will adopt the con stance. Positions will switch after twenty minutes of online debate.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Instruct students to sign up for the class [], give them five minutes to add an avatar photo representing their stance. In the forum students should identify their role, state their position, and provide supporting reasons for their position. They should respond to others with valid arguments as the debate continues. (40 minutes)
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Discuss with students the arguments they found most compelling on both sides of the debate. Tell them they will be writing a letter to the principal requesting that they be allowed to sit where they want in the cafeteria.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Instruct students to go to [] and choose one of the “persuasive and supporting a position” graphic organizers. They should download and complete the organizer using the arguments and supporting reasons they found most compelling.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Students will use their organizer to write a letter to the principal requesting free seating in the cafeteria.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Using a teacher created rubric, groups of four will share their letters and evaluate for effectiveness. The most effective letter from each group will be presented to the principal for free seating consideration.