Storytime with StoryKit

Sometimes the simplest apps can make the most powerful lessons.

A few weeks ago, I was brainstorming a lesson with a 7th grade Life Science teacher at my school. She had a unit on symbiosis coming up and she wanted to assess the students in a new way. We bounced around a lot of ideas: green screens, music videos, cartooning sites but what we landed on was StoryKit. StoryKit is a free app from the folks at the International Children's Digital Library (which is a great resource in itself if you aren't already familiar with it!).

StoryKit lets you create a digital book. For images, you can draw your own, import from the web or use your camera roll. You can simply add text with a text box. You can arrange and format the images and text as you like. A great feature of StoryKit is that you can add audio. Just click and record yourself reading the story out loud. You can even record word by word or sentence by sentence! This was just what we were looking for, a tool that let's the students' creativity shine without too many features or distractions in the creation. And... and.... what if we planned on reading the stories to an 2nd grade class at a nearby elementary school?

My job was to introduce the tool which was easy because StoryKit is so intuitive. I just walked the kids through the features and made a silly story as a sample. Students literally had no technical questions or problems. If there weren't sure how to do something, they quickly figured it out or asked a friend. It was seamless.

Their stories were fantastic. The teacher assigned a symbiotic relationship to each group of students. The task for the group was to write a children's story that told a story about that relationship. She made a model first to show them and reinforced Language Arts skills by using the same story graph that their Language Arts teacher had used with them earlier. Kids came up with adorable ideas and clever plot twists to demonstrate what they knew about symbiosis. And the best stories would go in person to an elementary school to read to a class. Here are a couple of my favorites:

Sloth and Algae Reunite
Lola and Charlie
Sandy and Randy's Adventure: Lost at Sea

I might have loved these stories, but the 2nd graders loved them even more. We had a great morning where the 7th graders first had to explain the four types of symbiotic relationships in 2nd grade terms (smiley faces did the trick) and then read their stories in small groups. The 2nd graders learned so much - they could identify the type of relationship in every story. And the 7th graders learned so much - how to explain what they know in a compelling, interesting and memorable way.

What I learned from this lesson:

1. The simplest apps are often the best
2. Having a real audience for school work results in better school work
3. Asking students to explain what they know in simple terms demonstrates whether they know or understand an idea
4. 7th graders are their best selves for 2nd graders
5. Kids learn when we tell and share stories

And guess what app the 2nd graders asked to use next time they could use iPads?

What a Skitch!

One of the great things I get to do at my job is to facilitate a teacher-led professional development series called TLP-C. Basically, we meet online monthly and teacher shares a cool tool they've tried in the classroom. We learn a bit about the tool, hear about how the lesson went, talk about advantages and disadvantages and share ideas about integration. It is a great low-key, high-impact professional experience.

Below is a summary of our October session that can also be found at: http://blogs.acpsk12.org/tlpc/2014/11/05/what-a-skitch/

A big thank you to Lois Lansing, 3rd grade teacher from MacArthur Elementary School, for sharing how she has used Skitch in the classroom. It was so helpful to hear her ideas about how she used Skitch and to listen to stories from her classroom. If you missed our live session, you can watch the recording by clicking right here:

Recording of TLP-C Skitch Lessons You Can Use October 30, 2014

Skitch is an app as well as a desktop application that allows you to annotate images   with captions, arrows, and other drawing tools. This is a great tool for anytime you want students to show what they know about an image. And, it is a great tool for app-smashing because the images you annotate in Skitch can be pulled into other apps or software or websites to create awesome digital stories and presentations.

Lois shared a wonderful lesson she did when she was a 2nd grade teacher. After spending a few days learning about erosion, students were charged with the task of identifying erosion around their school building. Students then used Skitch to annotate those pictures: using arrows to draw attention to what they saw, using text boxes to explain what they saw and using other drawing tools (circles, squares) to highlight these examples of erosion. Next, Lois had the students import their Skitch images into PowerPoint to make recommendations about what the school should do to improve the school and slow down the erosion.

As we discussed using Skitch, we talked about some good tips like:

• giving students some “play” time to take selfies and learn the Skitch tools
• be clear about expectations if taking iPads outside
• have iPads set up to email images to teacher to use the images with other applications on the computers OR set up Dropbox accounts on iPads for image sharing
• partner students to promote collaboration

Another great tip Lois shared was that you can use the blurring tool in Skitch to blur students faces. So if you want to post public pictures of students but don’t want them to be identifiable, you can use this helpful tool to do so!

Lois shared another fantastic way to use Skitch which is for highlighting text features. This was a really neat idea where students could highlight topic sentences, add questions they have, or even point out citation information like the URL for the website. More ideas that were shared were:

• let the students take the selfies and then label (eyes, ears, nose) in a target language (Spanish, French, Chinese, etc.)
• take pictures of student artwork and have students label skills they are working on (perspective, lines, negative space, etc.)
• have students make addition stories using counting bears and use Skitch to explain the addition
• take pictures of primary sources or maps and have students label important items

Have your own ideas about using Skitch or questions about how to use Skitch? Leave a comment below!!

Seeing Auras, Through Aurasma, That Is!

I've been hearing a lot about augmented reality in the last few years and it's been hard for me to imagine how it could work in classrooms. Luckily, some great teachers I work with began to pave the way. My science teachers came to me to show me the app Aurasma (Lite). Aurasma lets you add augmented reality layers to any trigger image you choose. The science teachers wanted to use it to have a video play once students were finished reading an article.


It went like this.

The students read an articles on bees from a physical piece of paper. They took notes and did some great reading strategies while reading the article. When they were done, they picked up an iPad, opened the Aurasma Lite app, and hovered the camera over the photograph in the article. And then,

Abracadabra!

A video appears in place of the photograph. (Commence oohs and aahhhs) Not forgetting that the point is to have the students then learn more from the video that has been magically summoned by the technology gods, students were to record new facts about the topic (bees) that were covered in the video but not in the article.

Talk about raising student engagement.

Students that hadn't read the article, suddenly buckled down and began reading.

Students that had been FAR off task, took on leadership roles and began showing other students how the app worked (and discovered some things the science teachers and I hadn't tried yet!)

It was a great class and a fun way to use the app.

But I want more.

What if students recorded themselves doing a book talk and then used the cover of the book as the trigger image? Anyone with access to the app could scan the cover of the book and then watch the students' book talk.

Or what about once a student has completed a work of art? They could record themselves discussing what what challenging about the piece or what ideas they were trying to convey.

I'd love to hear from other educators about how they've used this app or how they envision it being used. I love the idea of a school covered with augemented realities that show off student work in a multitude of formats and media.

In the mean time, Aurasma has great tutorials and guides to get you started, check out Creating Your Own Auras on Aurasma.com

If your interested in creating a lesson like the science one described above, see my post Augment Your Own Reality.

Augment Your Own Reality

The world of augmented reality continues to amaze and astound me. Below are some directions for how you can create your own augmented reality experiences for your students. For a simpler process, see my post, "Seeing Auras, Through Aurasma, That Is." Below is a way to link trigger images (like a photograph in a book or article) with educational videos (from YouTube or elsewhere).

These instructions might seem long but the process is really quite simple and the website is very intuitive.

1. Set up a (free) account with Aurasma Studio.

• Go to http://www.aurasma.com/partners/advertiser
• Use your name for “Company” as well as for “Contact Name”
• Submit the form
• It will take 1-2 days for Aurasma to get back to you with a username and login.

2. Once you get your login information from Aurasma, go to https://studio.aurasma.com

• Accept the terms of agreement
• Watch the tutorials. They are VERY helpful
•  Here is a link to more: http://www.youtube.com/watch?v=k1yPhsqgp7o

 

To make an article with a video aura:

1. Find an article you want to use.
2. If the article already has an image in it, right click on the image and save it in a location where you can find it again.
3. Find a video you want to use.
4. Download a copy of the video by using a website like KeepVid (http://keepvid.com/) or by downloading a program like aTube Catcher (http://atube-catcher.dsnetwb.com/video/)

Creating a channel:

1. 1. Go to https://studio.aurasma.com and login
2. Click on Channels

Adding the image for the aura:

1. Go to https://studio.aurasma.com and login
2. Click on Trigger Images
3. Click on Add
4. Give the image a relevant and concise name
5. Browse for the image file
6. Click on Close

Adding the video for the aura:

1. Go to https://studio.aurasma.com and login (if you aren’t still logged in)
2. Click on Overlays
3. Click on Add
4. Give the video a relevant and concise name
5. Browse for the video file
6. Click on Close

Making the aura:

1. Go to https://studio.aurasma.com and login (if you aren’t still logged in) 
2. Click on Channels
3. Select your channel
4. Click on Add Aura
5. Click on “Aura details”
6. Give your Aura a hame
7. Select the trigger image
8. Click on Overlays
9. Select he video you want to display
10. Make necessary adjustments and click on Save

Your Aura is now accessible!

Fine 'Tooning

with Toontastic

One of my favorite things about the iPads and the apps that have been developed for them is the opportunity for students to show what they know in new and creative ways. A great example of this is the app Toontastic.

Toontastic is a story-telling app. Its stand-out feature from other story-telling apps or software is that it provides the skeleton for the basic elements of a story – setting, conflict, resolution and conclusion. What happens is that when you open the app, you are invited to make a new cartoon. As you do so, the app displays a visual of this story arc. This encourages the author or cartooner to consider more than just how the story will start, but how the story will build and then be resolved. I love this aspect since we’ve all seen too many digital stories where the visuals are wonderful but the story-telling is lacking.

Another great aspect of Toontastic is that it is scaffolded in a way that a very young child could use it with very limited support (ask my 5-year-old about this). However, it is also sophisticated enough that a high school student can tailor the app to fit his or her creative ambitions (ask the ninth and tenth graders I worked with last week). The scaffolding happens this way: there are already scenes drawn for you and animated characters created that you can choose. For instance, you can select a pirate boat, desert island, and ocean scene with pirates, sharks and crabs. This is great for simple story telling, again, ask my son who has made endless stories about these pirates. Or, you can draw your own scene, tailor the animated characters or create your own characters. This is what the high schoolers I worked with did to describe the four agents of erosion. They amazed me with the sophisticated drawings they made or the creative decisions they made about designing their own characters that they could animate.

From an educator’s perspective, Toontastic gets five stars for student engagement. When I first introduced Toontastic, I made my own sample story. I had a good time creating it and laughing at myself as I showed it to the kids. They were amused, but what got them to the edge of their seats was when I showed them how I made the little movie. I could see their posture change as they realized they were going to be able to create their own movie using this app. Students would so much rather have the chance to make something original and imaginative than complete a worksheet or watch a dated movie clip.

In addition to the cartooning piece of Toontastic, students can also record their voice and add (pre-set) music to their films. This is one of my favorite aspects of Toontastic but one of the hardest sells for high school students. Some students did a great job with this, writing out what they were going to say, practicing and perfecting it until they were satisfied. Others shied away or avoided this aspect in any way they could manage. As I do more with Toontastic and high-schoolers I think I will do more to get them ready for recording their voices. I hope that in the future, we can create instructional cartoons that we would show to a younger grade level to teach a concept. I work with a number of bilingual students and it would be so great if they would make ‘Toons in their home language that could be used in classes with native speakers.

One other take-away from my first go ‘round with Toontastic had to do with saving work. Toontastic saves the settings each student creates and even the story they are working on, which is great. What is tough with iPads though is that when the next class sits down to use them, they can see all the previous classes’ work. Actually, seeing it I don’t mind at all, deleting it, I mind a lot. On our first day we had two different students delete other students work. I was devastated when I realized what had happen. Those first kids had worked so hard, only to have it gone by the end of the day. This helped me learn a few things:

1. Be sure to know which student is using which iPad – whether this is through a sign-out sheet, permanent assignment of iPads or another system, accountability breads responsibility
2. As soon as a student feels their ‘Toon is done, upload it to the Toontastic website. Toontastic has a website associated with their app where all the ‘Toons can be viewed. Once the ‘Toons are up there, only the teacher can delete them.
3. Be clear about expectations with the iPads. I feel we had done a good job talking about handling the equipment safely and staying on task, but I had not been specific about respecting other students’ work. I am now. *smile*

The other lesson learned is the same lesson I learn over and over again.

Be clear about expectations for the assignment

Our first try with Toontastic yielded really uneven results. I think that is definitely because there wasn’t a clear assignment sheet explaining what we were expecting. While the classes I was working with were small and we frequently reminded students of what they needed to do, a hard-copy assignment sheet laying out expectations, maybe as a checklist would have made a big difference. I swear, I will always require this of teachers I work with in the future.

I am less certain about the requirement to do a story board or rough draft before jumping into an app. These apps generate so much innovation, I’m wonder if a rough draft would limit the resourcefulness of the students. Students often thought of ways to show the content (agents of erosion, the rock cycle) that they probably wouldn’t have consider until they started using the app. Similarly, they might have had an idea in their storyboard that they couldn’t recreate in the app. I am still debating about this part of digital stories. I feel like more planning would make for better projects, but I’m not sure at what point this should happen. I’m wondering if you let the kids create for 20-30 minutes and then have a check-in point where partner’s review each other’s work and give suggestions. This has the added benefit of students getting ideas from each other and students practicing giving productive feedback.

So, as you can see, I’m still Fine ‘Tooning my work with Toontastic. I would love to hear from you what projects you’ve tried with this app! Or what suggestions you have about how to use it effectively in classrooms. Or, if you teach Kindergarten to Grade 5 and would like to collaborate, with my students teaching your students new concepts through Toontastic!

Can You Grant Me a Divorce?

Teaching the Reformation to 10th graders isn’t the easiest thing. Teaching the Reformation to 10th graders at 8 o’clock in the morning is even more challenging. Teaching the Reformation to 10th graders at 8 o’clock in the morning the day after Halloween maxes out the teacher challenge index. Luckily, this teacher had an iPad with her.

This week I got to hang out with a great Social Studies teacher and her 10th graders as they took on the task of creating a talk show script about the Reformation. The task was to demonstrate what they knew about the Reformation by creating a dialogue between Henry VIII and the Pope. The teacher could have just required that the students submit a written script. She could have also required that the students perform their scripts in front of the class. What she decided to do instead was try out an iPad app called Puppet Pals.

Puppet Pals allows you to create a video by dragging in characters, selecting a background and recording your voice while manipulating the characters and setting. The result is a captivating original movie. The free version of Puppet Pals comes with a few characters and backgrounds but for $2.99 you can purchase the director’s pass which gives you 8-10 different sets of characters and backgrounds, including, to our delight, a talk show set! The Director’s Pass also gives you the option of creating puppets and backgrounds from photos you’ve taken or photos you’ve saved from the Internet.

I wanted the students to be able to play with the app right away so I went ahead and searched for fair use friendly images of Henry VIII, a Pope, and some other Reformation-relevant figures (thank you Advanced Search in Google Images). The teacher introduced the assignment and we pulled out the iPads. I briefly created a silly little practice movie so they could get the idea of how the app worked. I then showed a more serious example similar to their assignment that I had made about Buddhism and Confucianism (also reviewing a concept from earlier in the year – yea!). The kids were smiling and laughing, something I love to see when a new assignment is explained.

The students took a full class period to write their scripts. The teacher worked closely with them to be sure they were accurate in their writing and to encourage them to create a script that felt like a talk show. Then, they were ready to record.

Some observations while they recorded:

• Stakes are higher for students when they care about the product.
• These students rehearsed a few times before ever touching the iPad – unprompted.
• Once they were recording “live,” students often took several “takes” of the video before they were satisfied with the results. It was normal for students to record 2-3 times before agreeing the movie was good enough.
• Vocabulary terms are actually absorbed when the students use them for themselves.
• More than once a student asked how to pronounce a word they had included in their own script. “Heir” and “annul” were words they had seen in their reading and they knew enough about to include in their script, but it was when they had to pronounce it and read it with meaning that the students started to really own these vocabulary words.

Students worked collaboratively and had fun.

• I never overlook the importance of students enjoying what they are doing. Smiles and laughter just make for a more pleasant learning environment.
• I can’t wait to see if this topic is something that these students can remember better later in the year due to their high interest in the assignment.
• It was lovely to see students encouraging each other and asking for help as they acted out each other’s script.
• As I was leaving, I watched a young guy rewrite his script in neater handwriting so that his partner would be able to read it. I’m wondering how often he rewrites his tests papers so his teacher can read it better?

Tips the students would share:

• Practice before recording.
• Practice moving your characters around so that it looks like they are really talking.
• Use the pause button to catch your breath between lines without losing flow in the movie
• Press stop before trying to save – otherwise the app crashes!
• Save, save, save.
• Create a story that contains something you can relate to (this tip is actually from my 8-year-old who adores this app!).

Click here to view one student's work: Can You Grant Me a Divorce?