Melanie Fessler

G Suite apps include Google Documents, Sheets, Slides, and Drawings. These apps can provide shareable links. Shareable links can be used for publishing a document or for collaboratively editing a document.

 

 

Documents are only accessible by you (the owner) unless you turn link sharing on. One way to turn on link sharing is by clicking the Share button in an open document. Then you'll see an option to Get shareable link. Clicking that option turns link sharing on and copies the link to your clipboard. The link is set to Anyone with the link can view. You can change this to Anyone with the link can comment or edit.

 

 

Once you have the shareable link copied, you can paste it into a document, webpage, link shortener, Twitter, Facebook, etc. By replacing /edit in the URL, you can do some pretty nifty tricks. You can transform a shareable link into a Preview, Copy, Template, or PDF link.

Below are glanceable graphics for each kind of link. Scroll down for detailed descriptions and tips.

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Preview Link

Share a clutter-free view of your document
→ Replace /edit with /preview

Publishing what’s created in Google Docs, Sheets, Slides, or Drawings as a Preview link presents the document without menu bars and buttons. A Preview link declutters the web page, which emphases your content over the tool you used to create it. In fact, your audience may not know you created the document in G Suite.

Preview links are good for newsletters, flyers, and instructional materials. It's also great for when you want to present a Google Slides presentation full screen. A preview link shows slides in presentation view, and it keeps your browser tabs visible (making it easy to switch between the presentation and other webpages).

Example: Classy Graphics Manifesto

• Previewed documents load faster and work much better in mobile browsers than the standard shareable version. This is particularly true with Google Drawings, which does not have a mobile app.

• Comments and anything that is off the slide or canvas is not displayed in a previewed document. Furthermore, a Slides presentation does not have the slide sorter—the presentation is shown in Presentation view.

• The audience for a Preview link does not see editing in real-time. However, a recent version of the document is shown each time the page is loaded. There’s no need to republish or reshare the document to update the Preview version. Note that the preview might take several minutes to update.

• Your shareable link from Google documents might have some additional characters after /edit. Don’t worry about them. Simply replace /edit with /preview. You can either keep or delete what was after /edit and your link should work just fine.

• Changing /edit to /preview?rm=minimal in Google Slides presents the slideshow without the navigation bar at the bottom. This is handy when you do not want your audience to skip slides. (Thanks to Shaun Creighton in the comments for this tip!)

• Since a Preview link removes menus, viewers of your document will not have the ability to choose File → Make a Copy to add a copy to their own Google Drive. However, if you encounter a Preview version of a document and wish to make a copy, try this: Replace /preview with /edit in the URL. You’ll then see the version with menus and you can then access the File menu to make a copy.

• Adding a Preview URL for a document to a Google Classroom post ends up reverting to the original version, not the Preview version. If you want to add a Preview link, first paste the Preview link into URL shortener like Bitly. Copy the new link Bitly provides. Adding the shortened link to a post in Google Classroom will end up opening the Preview version. Alternatively, you could paste the Preview link into the body of the post (instead of using the link button to add the link).

 

  

Make a Copy Link

Force others to make a copy before viewing your document
→ Replace /edit with /copy

You’ve probably clicked a link to a Google Docs, Slides, Sheets, or Drawings file and had to click a Make a Copy button before proceeding. This method of sharing forces a user to make a copy of the original, and the copy is now fully owned by the user and placed in her Google Drive.

Make a Copy links are good for when you have created a document in G Suite and want students to have their very own copy. Students can fill in blanks, finish a slideshow, label a drawing, annotate text, or complete some task in their own document (and then possibly share it back with the teacher). Sharing this way is also useful for sharing templates with other teachers. They can simply click to make their own copy and customize it without affecting your original.

Example: Notes of Encouragement (for printing on 1.5 x 2 inch sticky notes)

• Google Classroom automates this process when teachers post assignments that include a Google document. Classroom gives the option to make a copy for each student.

• Your shareable link from Google documents might have some additional characters after /edit. Don’t worry about them. Simply replace /edit with /copy. You can either keep or delete what was after /edit and your link should work just fine.

• Comments will not be copied over when you change /edit to /copy. If you want to include comments, see Make a Copy with Comments Link below.

• When students and teachers make a copy, they have full ownership of the copy and the original document owner is no longer associated with the copy. If the first document owner makes changes to the original document, those changes be reflected in future copies, but will not change copies already made of the document.

 

  

Make a Copy with Comments Link

Force others to make a copy that includes comments from the original before viewing your document
→ Replace /edit with /copy?copyComments=true

This link works just like the regular Make a Copy link, but it also copies any comments from the original document into the copy. This can be handy if there are comments you want viewers to see and possibly reply to. Comments may include additional information, instructions, checklists, and hyperlinks.

Example: Lines of Symmetry by Eric Curts

• Comments that are copied from the original document include the notice, "Comments above copied from original document."

• For more information about this kind of link, read Eric Curt's post How to Force a Docs Copy WITH Pre-Loaded Comments to Help your Students.

• If you highlight text or select an image before clicking the Comment button, the comment will be associated with that selection.

• Adding a Make a Copy with Comments URL for a document to a Google Classroom post ends up reverting to the original version, not the Copy with Comments version. If you want to add a Copy with Comments link, first paste the link into URL shortener like Bitly. Copy the new link Bitly provides. Adding the shortened link to a post in Google Classroom will end up opening the Make a Copy with Comments version. Alternatively, you could paste the Make a Copy with Comments link into the body of the post (instead of using the link button to add the link).

 

  

Template Link

Share an easy-to-copy preview of your document
→ Replace /edit with /template/preview

Use a Template link to share the contents of your document with the option to make a copy—it's a combination of a Preview link and a Make a Copy link.

A Template link presents a clutter-free version of your document. It also displays a Use Template button. Clicking this button makes a copy of the original document, and the copy is now fully owned by the user and placed in her Google Drive.

Template links are good for allowing others to see the document before copying to Google Drive. These kinds of links are usually preferred over Make a Copy links when posting on websites and social media since they allow the document to be seen before blindly being copied.

Example: Magnetic Poetry

• Unlike clicking the Make a Copy button, clicking Use Template does not put "Copy of" in the newly copied document's file name.

• The audience for a Template link does not see editing in real-time. However, a recent version of the document is shown each time the page is loaded. There’s no need to republish or reshare the document to update the Template version. Note that the document's preview might take several minutes to update.

• Your shareable link from Google documents might have some additional characters after /edit. Don’t worry about them. Simply replace /edit with /copy. You can either keep or delete what was after /edit and your link should work just fine.

• iPhones and iPads are a little quirky when it comes to Template links. After clicking Use Template, the freshly copied document does not automatically open in the Documents, Sheets, or Slides app. However, when the app is opened, the new document is there. Sorting by Last modified can make finding the document easier.

• Adding a Template URL for a document to a Google Classroom post ends up reverting to the original version, not the Template version. If you want to add a Template link, first paste the Template link into URL shortener like Bitly. Copy the new link Bitly provides. Adding the shortened link to a post in Google Classroom will end up opening the Template version. Alternatively, you could paste the Template link into the body of the post (instead of using the link button to add the link).

 

  

PDF Link

Share a direct download of a PDF version of your document
→ Google Docs & Sheets: Replace /edit with /export?format=pdf
→ Google Slides & Drawings: Replace /edit with /export/pdf

Have the web browser download a PDF version of your document with a PDF link. Instead of displaying the document in Google's viewer or app, a PDF is automatically downloaded when the link is clicked.

PDF links are good for when you want others to print or save your document. They are handy for sharing posters, infographics and cheat sheets.

Example: Google Classroom Post Options 

• Since a PDF is a universal format, a Google account is not required to download and not necessary to open the file.

• PDF files may open in any number of apps: Adobe Reader, Preview, Google Drive, Foxit Reader, Explain Everything, etc.

• Automatic downloads do not appear in the browser window on computers. It is easy for someone to miss that a file was downloaded when clicked. Be sure to label your PDF link so that others know that a file will be downloaded.

• Downloads go to different places, depending on the browser, computer, and settings. The recipient might be prompted to rename the file and choose a location. Or, a downloaded file might automatically be placed in a Downloads folder or on the desktop.

• Hyperlinks do work in PDFs. Any text, images, or shapes that you have hyperlinked in your document will remain linked in the PDF version.

• Direct downloads are not limited to PDF. Other file types also work. Instead of using pdf in URL, try png, jpg, pptx, xlsx, docx, html, or txt.

• Your shareable link from Google documents might have some additional characters after /edit. Don’t worry about them. Simply replace /edit with /copy. You can either keep or delete what was after /edit and your link should work just fine.

• If you'd like the PDF to display in the browser, you can use Google's online document viewer. Add https://docs.google.com/viewer?url= to the beginning of the PDF link. Click to see an example.

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Bonus Tip

Come across someone else's tricked out link? You can reverse engineer a Preview, Make a Copy, Template, or PDF link to see the document in the regular way by replacing /preview, /copy, /template/preview, /export?format=pdf, or /export/pdf with /edit.

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Bonus Bonus Tip

The Sir Links-a-Lot extension for Google Chrome will generate a preview, copy, template, or PDF URL for a document you have open. You then click a button to copy the generated link. You do need to manually set the document's sharing setting so that anyone can view.

 

 

Quizlet has been around since 2005, and the study tool continues to add new features. In 2016 Quizlet introduced Quizlet Live, a team-based way for students to study terms and definitions.

Now Quizlet has added Diagrams. Diagrams are helpful for studying content that requires maps, charts, or images. You can find and study interactive diagrams on a variety of topics at Quizlet.com and in the Quizlet app. 

A diagram in Quizlet asks a learner to match terms with hotspots on an image. You can study diagrams in Learn or Match mode. 

 

 

The best part about Quizlet Diagrams is that you can create your own for free. It’s as simple as uploading and tagging an image. Before examining how to make your own, check out some existing diagrams on Quizlet.

Chromebook Shortcuts
Thirteen U.S. Colonies
Hand and Wrist Bones
Table Setting
Body Parts in Spanish
European Countries
Parts of a Violin
Earth's Atmosphere
Office Supplies in French
Beef Cuts
Anatomy of the Heart
Kitchen Items in Spanish

If you tried the Match mode with any of the above diagrams, you noticed that you received instant feedback, and the activity was not complete until you correctly matched all items. If you tried Learn mode, you noticed that you received instant feedback, and the items you got wrong are repeated.

Quizlet's diagrams and study sets can be used to reinforce or review content. Alternatively, they can be used as a preview. Sending students to a diagram they know little about can spark curiosity about a new topic. Just be sure students understand that they are not expected to match everything correctly in the diagram on the first try. And if hotspots in the diagram are tagged with a term and a definition, students can do quite a bit of learning while working with the diagram.

Yes, a teacher can browse diagrams and perhaps find one that exactly matches what she wants her students to learn. However, it is simple to create your own. When you make your own, you can use the exact set of terms you want students to study. 

Creating your own diagrams with Quizlet.com is free but requires you to log in. After clicking create, you upload a photo. Then you can add three different kinds of hotspots to a diagram: a point, rectangle, or shape. 

 

 

Point hotspots are a small circle.

Rectangle hotspots can be made any size. 

Shape hotspots are polygons where each time you click, you add a vertex.

When adding hotspots, you might find it helpful to use the zoom controls in the bottom right of your image. Zooming can help you precisely place hotspots.

Note that free Quizlet users can tag up to eight hotspots to a diagram. Upgraded Quizlet Plus and Teacher users can tag a diagram with as many hotspots as they’d like. Sign up for a Quizlet Teacher account for $28 for a year using this link (regular price is $35 a year).

Quizlet Diagrams has only one image editing tool—a blur tool. If you have an image that is already labeled, you can blur them before adding hotspots.

After your diagram is created, you can copy its URL and share it anywhere: Google Classroom, through a QR code, URL shortener, website, hyperdoc, etc. Also, you can embed a diagram by clicking the More button (three dots) and choosing Embed.

It’s true: with Quizlet Diagrams, a teacher has the ability to create study aids for their students. However, I think students learn better by creating the diagrams themselves. 

NPR has a story titled Why You Love That Ikea Table, Even if It’s Crooked. The Ikea Effect is the name for the psychological phenomenon that occurs when consumers place a disproportionately high value on products they partially created. Researchers found that when people use their own labor to construct a particular product, they value it more than if they didn’t put any effort into its creation. Read their paper The Ikea Effect: When Labor Leads to Love.  I bring this up because I think by creating their own study aids, learners place more value on their learning.

Where can teachers and students get the images to use in a diagram on Quizlet? Lots of places! Perhaps it's a photo taken with a smartphone. Perhaps the image is found in a web search. Perhaps it's from an image hosting website. Here is a list of my favorite copyright-friendly websites for photos and clipart. 

Or, your diagram might require a complex graphic made by bringing together different photos. And maybe the photo requires lines and arrows in order to be an effective diagram. Since Quizlet Diagrams does not have the ability to edit images (other than blurring), you will need to prepare complex images using an app or website. Pic Collage, PowerPoint, Keynote, and Explain Everything come to mind as some of the great tools for preparing your image for Quizlet Diagrams.

One of the handiest design tools for cropping, combining, and annotating images before uploading to Quizlet is Google Drawings. If you want to learn more about Google Drawings, then you’re in luck! I lead a six week online workshop called Classy Graphics. I share lots of techniques, tips, and tricks for creating classroom-oriented documents and graphics. The class takes place in Google Classroom and features a new video and optional assignment each week. Read more about this unique online learning opportunity for educators.

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An alternative to Quizlet Diagrams is PurposeGames. Diagrams on Quizlet are a lot like the image quizzes that can be played and created at PurposeGames.com. You can search and explore PurposeGames to see the kind of content that is freely available.

 

 

• August 15 with Kathryn Neives (YouTube | Calendar)
• August 22 with Michael Fricano II (YouTube | Calendar)
• August 29 with Cate Tolnai (YouTube | Calendar) 
• September 5 with Katherine Goyette (YouTube | Calendar)
• September 12 with Adam Jaurez (YouTube | Calendar)

Quality bell ringers are crucial — quick activities to get students going at the beginning of class, when the bell has just rung. For these first five or ten minutes of class (OK, probably more the five than the ten), we have our students’ most attention. It’s the most focused they’ll likely be for us all […]

The post 20 digital bell ringer activities to kickstart class appeared first on Ditch That Textbook.

We have a golden window of time at the beginning of any class. For these first five or ten minutes of class (OK, probably more the five than the ten), we have our students’ most attention. It’s the most focused they’ll likely be for us all day. If we squander that time, the rest of […]

The new school year is when we think about all of the new apps and sites we want to use with students. As we do that it's also important to think about teaching digital citizenship. Whether our students are in Kindergarten or are in high school, before we send them out on the web we should be teaching them digital citizenship. The PDF embedded below, click here if you cannot see it, features my favorite digital citizenship resources for elementary, middle, and high school students.

My good friend AJ Juliani, co-author of the book “Empower“, with John Spencer, is about to start a Genius Hour Master Course.  His passion for this topic and his ability to share his enthusiasm has made a significant difference with so many educators.  I am reposting this from last year as many loved the opportunity and took advantage.

As this is a paid course, you can sign up here, and he is also offering a 20% discount if you use the following code to sign up by Wednesday, August 16, at 11:59 PM, EST:

GEORGE

Below is a blog that is reposted from AJ, and is great for those schools already using Genius Hour, or those looking to dive in.  Check out his post below and you will see just a sample of what will be shared.

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Originally posted at ajjuliani.com.

If you haven’t heard of Genius Hour or 20% time in the classroom, the premise is simple: Give your students 20% of their class time (or an hour each week) to learn what they want. These projects allow students to choose the content and still acquire/master skills and hit academic starts.

I’ve written extensively about Genius Hour and 20% Time, but wanted to share a list of the 10 reasons you should consider Genius Hour in your classroom (for those of you on the fence) and why you will not regret making that choice!

1. You will join a great community of learners

When I first did the Genius Hour project with my students I didn’t have a community of teachers or learners. Within months that changed as a number of great teachers before and after me started to share their stories online. The largest active group is the Genius Hour teachers (inspired by Daniel Pink) who have #geniushour chats, a big resource at GeniusHour.com, and a great Genius Hour wiki. Get involved and see what others have done!

2. You will allow students to go into depth with a topic that inspires them

One of the major issues we face in schools today is covering a wide breadth of information, instead of allowing students to get a real depth of knowledge. Students using Genius Hour and 20% time are able to delve into subject matter that means something to them, often times taking their free time at home to learn more. Isn’t this something we should be promoting at all levels?

3. There is so much positive peer pressure

When students in my school have their Shark Tank pitch day, they get to share with the entire class what they are working on. Publicly announcing what they are trying to accomplish makes the goal real. Students get to see what their peers are working on and want to make sure their project stands up to the rest of the class. Regardless of a grade being attached to the project, this makes for students going the extra mile.

4. It relieves students of the “game of school”

Too often our students complete assignments for the grade. They go through the motions to receive an external pat on the back (or bump on their transcript).  Genius Hour and 20% time take away the “game of school” and brings back the love of learning for learning’s sake.

5. It’s fun!

Randy Pausch famously said, “If you think you can’t learn and have fun at the same time. Then I don’t think you have a good understanding of either.”Without a doubt it is the best time of the week. Student feedback is not only positive, but also transparent. This work often carries back to their homes where parents/guardians share their passion for learning beyond the school walls.

6. Your class will be covering all types of common core standards

It doesn’t matter if you teach elementary, middle, or high school. The Genius hour and 20% time projects cover multiple common cores standards. We’ve had teachers propose this type of learning to their administration backed by awesome research. Remember, the community will help if you are fighting a battle to get Genius Hour or 20% time started at your school.

7. It’s differentiation at its best

Students are working at their level, and as teachers, we should be helping to challenge each one of our learners at their best pace and ability. Because each project differs, students are not bogged down by following the same steps as their classmates. The entire class is learning, but it is truly differentiated.

8. You learn by what you do, not by what you hear

Experiential and challenge based learning puts the mastery back into the student’s hands. We provide guidance and pushes along the way, but they are the ones “doing” and “making”. Confucius put it perfectly: “I hear and I forget. I see and I remember. I do and I understand.” Let your students make and they will understand and thank you for the opportunity.

9. It is a perfect way to model life-long learning

I did Genius Hour with my students and took it upon myself to learn how to code and make an app from scratch. I failed to make that app. But my experience learning how to program left me with a whole new perspective, and was a teachable moment about what we call failure. There is no real way to fail a project in which “learning” is the end-goal.

10. Your students will never forget what it felt like to create

Have you seen Caine’s arcade? It started out as a little idea and now Caine has inspired hundreds of other kids his age to create something unique. When you create a product, it becomes part of who you are, and there is a “care” involved that we just never see with multiple-choice tests. What would you want for your child?

This is the most important time to be in education. It is the most important time to care about education. It is the most important time to impact a different type of education.

Now, more than any other time in the past 100 years, education seems on the verge of a paradigm shift. You see, for the past century, most of the educational change has been doing old things in new ways. Today, we are beginning to see educators, educational institutions, and educational companies do new things in new ways.

My challenge to you as a teacher is to allow your students the choice to learn what they want. That’s what Genius Hour and 20% time is all about, and that is why it is so successful.

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Again, if you’re interested in this great opportunity, you can sign up for AJ’s course here.

Over the last two years, I’ve moved further and further away from traditional grading. I’ve blogged about grading for mastery of skills instead of the accumulation of points and ditching my traditional grade book in favor of an ongoing assessment document.

Each grading period I identify target skills and assess those skills. Instead of spending hours grading assignments designed to help students develop these skills, I limit my energy to providing feedback in class as they work and grading the actual assessments–exam, essay, performance task.

Students are given class time each week to look through their body of work and reflect on their developing skill sets. They determine what the quality of their work reveals about their journey towards mastering those skills. This reflective activity encourages them to think metacognitively about their learning.

Grade Interviews

Then as grade reporting approaches, I sit down with every single student for a grade interview. Students come to these grade interviews prepared with a formal argument. I’ve structured the grade interviews so they mirror our argumentative writing process.

They begin with a claim. “I deserve a B in English because I 1)_______, 2._______, and 3.______.”

Once they’ve presented their claim, they must support it with three pieces of evidence from their body of work for that grading period. Students have 3 minutes to explain how the evidence supports their claim. They must have all of their online work bookmarked and pulled up in advance of our conversation to save time. Because my students keep their work in digital notebooks, this process is quick and painless.

I also come to the conversation with a grade that I generate based on each student’s performance on the assessments. If my grade is different from the grade the student feels they deserve, then I counter. My counter argument usually sounds like this: “I have a grade of a C for you in English because of …”.

If I counter, then the student gets a rebuttal. The rebuttal is their opportunity to highlight edits, revisions, and improvements they’ve made to previous work. For example, a student may return to a formal essay or lab report to improve it after I’ve formally assessed it. Alternatively, students might do additional practice or work to master a skill that I have not assigned or assessed. This is the incentive my students have to continually edit and improve their work to demonstrate their growth and developing mastery. However, I may not always have time to return to a previous piece and reassess it prior to this conversation, so this gives us time to chat about their hard work.

Some teachers have asked, “How do you have time for this?” It’s a fair question. These interviews take between 3-5 minutes per student. I typically spend two full days during the grading period interviewing students. That is a substantial time investment, but it is worth it on a few different levels:

1. Students have to build a formal argument and present it to an adult, which is a nerve wracking experience but an important life skill.
2. It encourages students to think about what the quality of their work reveals about their skills. Instead of getting a grade because they did all of the work, they receive a grade that reflects their skill set.
3. This approach also means that grades don’t happen to students. They can look at the rubric, read the description of what a 1, 2, 3, and 4 look like for each skill. This removes the mystery that’s often associated with grading.

While I’m meeting with students, the rest of the class is moving through a station rotation lesson or working on a project. This process is easier to do because I teach on a block schedule and work with a co-teacher. That said, I would conduct grade interviews regardless. These conversations are invaluable. Students walk away knowing exactly what they need to work on or what they are doing well. Also, I feel like I know my students so much better because we sit down and chat about their learning every 5-6 weeks!

Thank you for joining us for another #whatisschool chat. Another inspiring chat with my favorite people! My PLN inspires me continuously and I love the way you come out every week and share what you are passionate about …

The #whatisschool community showed their passion for learning today and their passion for the teaching profession by sharing their ideas and experiences about Twitter and Professional Learning Networks – the images and stories were inspiring! This archive is packed full of incredible ideas, practical uses, and resources guaranteed to inspire you, so share with your colleagues.

Image Source: https://www.tes.com/lessons/aA8JscRTNEvFCg/tweet-to-build-your-pln

“A name represents identity, a deep feeling and holds tremendous significance to its owner.” – Rachel Ingber

Many of us are headed back to school. Within the first days you need to cultivate relationships and create a community. Learning each other’s names correctly is significant to forming a strong bond with your students and for students to form strong bonds with each other. This can be especially tough, because parents nowadays are very creative with spellings and pronunciations of names. Also, many of our students are from diverse backgrounds and countries. More than likely we will encounter names we don’t know how to pronounce or are completely new to us. Recently, I wrote a post for ESL Library, Let’s Learn Each Other’s Names, with plenty of activities, web tools, and apps for learning students names. Below, I’ve listed two of these resources and a slideshow.

Get your copy of The 30 Goals Challenge, Learning to Go, or Hacking Digital Learning. Ask me about training your teachers, ShellyTerrell@gmail.com!

Resources

• Name Shark is a free iOS app, which helps you learn names. First open the app on your device. Then pass the device around and get students to take selfies and type in their names and details. I remind them to type in the names they prefer to be called. After that you can learn their names through 4 types of quizzes- self practice, a face quiz, a names quiz, and details quiz.
• Pronounce Names is a website and Android app which allows you to type in a name and learn the pronunciation. Students should first check to see if their names are on the website and pronounced correctly. There is also an option to add their names and provide different pronunciations.

Challenge: Try any of these resources to learn your students’ names quickly and help your students learn each other’s names!

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While making the 3-4 hour drive back to St. Louis from Kansas City recently, I was in no hurry.  I was with my son, Russ, and we had marked off the afternoon for the trip.  As it turned out, it took us more than 6 hours.  Instead of racing the clock, as we usually do, we stopped along the way at such quaint little towns as Emma (pop. 233).

Sweet Springs   

We were looking for the Cheese Shop, which turned out not to be in Emma, but in Sweet Springs, a few miles up the road.  The shop was well-stocked with local produce: jams, honeys, breads, meats, wines.  

Linda, the pleasant clerk, was offering customers a taste of Quark, a spreadable German cheese much like cream cheese, yet dryer and with a bit of a yogurt tang.  But it has less salt and fat than cream cheese and more protein than Greek yogurt.  I can hardly wait to tell my Germany friend about my discovery. He special orders Quark unaware that it’s being made in Central Missouri. 

The Cheese Store also had Wurst House Brats, which I’ve been unable to find in St. Louis.  Linda (the clerk) told me proudly that the Cheese Store sold the brats, frozen, for a dollar less a package than they do in Hermann—where they’re made!  As it turned out, they had my favorite variety! Caramelized Pear & Gorgonzola.  Had to get ’em.  Linda sold me a styrofoam cooler and ice to house my brats, which wiped out my dollar-off-per-package advantage.

Rocheport

Moving on down the road, we stopped at Rocheport, which is usually overrun with cyclists and weekenders, but was pretty quiet on a 90-degree day in the middle of the week.  The historic town with its quaint B&Bs, shops, galleries, scenic bluffs, trails and award-winning winery calls itself “a beacon of tranquility.”  No wonder the place was named “One of America’s 10 Coolest Small Towns” by Frommer’s Travel magazine.  

Les Bourgeois Vineyards

On the way out of town, we pulled into Les Bourgeois vineyard to take in their amazing view of the river and purchase a few bottles of their equally amazing wines.  I’ve not been there for years, but the place looked pretty much as I remembered it.  I like that in a vineyard.  

Crane’s Store and Larry’s Boots

It was hard for Russ to pass up Crane’s with its famous “1 meat, 1 cheese, $2 dollar sandwich.” (You can shave a dollar off the price if your meat selection is bologna or a plain peanut butter and jelly.) The place has been around since 1899 and has everything you’d expect in a well-appointed general store, including a pot bellied stove. Russ says it’s the only place he knows of where you can fill your car with gas and then walk inside to pay.  We checked the clock and decided to put Crane’s on our “Next-Time” list.

As we neared Columbia, we were tempted to stop at Larry’s Boots (10,000 pairs to choose from, according to the large highway sign).  I’ve bought boots there several times.  With 60 brands to chose from there’s something on their shelves for just about any size and taste.  

Despite the dilly dallying, we got home before dark.  Along the way we dealt with a few world problems and reminisced over bygone days and long-gone people. Sometimes it’s good to “take time to smell the roses,” as they say—to slow down and enjoy the little things we often miss as we race through life.

The post Highway 70: A Few Stops Worth Making appeared first on Good Food St. Louis.

I have been writing a series of blog posts about preparing to go back to school. Each Fall (end of summer), I like to sit down and think of a few goals that I would like to achieve. Goal setting can be challenging for several reasons. First, it forces us to look at some of our perceived “deficiencies.” Where do we need to improve? What do we need to learn? Try to think of these not deficiencies, but as areas of growth. Second, goal-setting can feel overwhelming, especially if we have lofty goals. Even if goals feel daunting, I find that I can conquer them if I task them out using the SMART criteria. This helps you to articulate your goals in meaningful and thoughtful ways. For goals to be SMART they must be:

Specific – Goals should be simple and straight forward.

Measurable – You should be able to use tangible and measurable evidence to determine your progress towards your goal and against which to assess achievement.

Attainable – While you want to stretch yourself with goal-setting, your goals should be realistic.

Relevant – Goals should be focused on a vital area of professional or personal growth. Don’t set goals just to have goals

Time-bound – You need a timeline. How and when will you measure success?

If you would like some help in writing and crafting SMART goals, check out this process from UVA and MIT. A peer once suggested posting your goals publicly. This not only holds you accountable but models effective goal-setting. Better yet, if you fail to achieve your goals you can model learning from failure!

What are your goals for the coming year? Leave it in the comments below!

With the new school year, comes new students and a steep technology learning curve. My goal is to make learning how to use technology fun and engaging. Given how many tools we use, that’s no small feat!

Many of my incoming 9th-grade students have never used the Google Suite prior to my class. I could spend 10 minutes walking them through Google Docs and explaining the functionality, but I’d lose their interest immediately. Instead, I designed a Google Scavenger Hunt to encourage my students to explore Google Docs on their own.

The first week of school, I use Google Classroom to make a copy of this scavenger hunt activity for every student. This can be done simultaneously as a whole class making it a competition or in small groups at a station.

My scavenger hunt activity includes Calfornia trivia, but any teacher who makes a copy of my document can edit the scavenger hunt for their students!

Hopefully, this activity can help other teachers provide their students with a fun introduction to Google Documents!

Ever since Evernote gutted their free plan, Google Keep has been my go-to recommendation for bookmarking, note-taking, and task management. There is more to Google Keep than meets the eye. Here are ten ways that students can use Google Keep.

1. Draw notes.
2. Make to-do lists.
3. Type notes.
4. Color-code and sort notes.
5. Create reminders.
6. Share notes with other students.
7. Share task lists.
8. Record voice notes.
9. Take picture notes.
10. Send notes to Google Docs.

Learn more about Google Keep in my webinar Keeping Track With Google Keep, Calendar, and Classroom. 

Earlier this summer Google announced that the YouTube video editor will be "going away" on September 20th. Since then I have fielded many requests to suggest alternatives to the YouTube video editor. Here's a run-down of the recommendations that I have been making.

YouTube enhancements are not going away. 
It's important to note that if you have only been using the YouTube video editor for things like cropping the length of your video or applying visual filters, you will still be able to do that in your YouTube account. Trimming the length of a video, adding interactive end screens, blurring faces and objects, and applying color filters are all considered part of the "enhancements" that you can apply to your videos. Those features are not going away.

YouTube Photo Slideshow Alternatives:
YouTube's photo slideshow creator was a nice tool that let you pull images from your desktop or from your Google account, drag them into a sequence, then add music from a library of more 100,000 Creative Commons-licensed music tracks. Fortunately, there is not a shortage of websites and apps that offer the same features.

Stupeflix, Sharalike, and Animoto all let you import a batch of pictures and add music to quickly create an audio slideshow. Animoto and Stupeflix both let you add text over your images while Sharalike does not. Sharalike, however, allows for much longer videos than Animoto and Stupeflix will create. Sharalike and Animoto offer iOS and Android apps while Stupeflix does not. Finally, Animoto and Stupeflix offer free education versions for teachers.

Basic Video Editing:
iOS and MacOS users have access to iMovie for free now. If you're looking for a video editor for your students to use on iPads or Macs, iMovie is more than adequate for the vast majority of classroom projects.

Windows users can still use Windows Movie Maker. Microsoft is not officially supporting it on Windows 10, but you can still download it and use it on Windows 10 computers. But later this year Microsoft will be releasing Story Mix which is essentially the replacement for Movie Maker. This video provides a preview of Story Mix.

Chromebook users and those who cannot install software should look into Adobe Spark and WeVideo. Adobe Spark is free to use. You can upload images and videos to use in your final product. Adobe Spark will let you record narration on a scene-by-scene basis by simply holding a record button while you talk. I have some tutorials on Adobe Spark that you can watch here and here.

WeVideo offers a robust web-based video editing tool that rivals the features you can find in iMovie. The limitation of WeVideo is that in order to access its best features like voiceover, green screen, and high resolution production you will have to purchase a subscription. School pricing starts at $199/ year for 30 seats.

A couple of years ago Google launched the Cardboard Camera app for capturing your own virtual reality panoramas. At the time that it was launched it was only available on the Android platform and it didn't include a mechanism for sharing your panoramas with others. Both of those things have since changed. You can now use the Cardboard Camera app on iPhones and on Android phones. You can now share your virtual reality panoramas with others through email and social media. In the video embedded below I demonstrate how to use the Cardboard Camera to capture and share virtual reality panoramas.


You can get the Cardboard Camera app for Android here and the iPhone version here.

Applications for Education
The Cardboard Camera app isn't as robust as some other virtual reality creation tools, but it is more than adequate for capturing a simple panorama of a local landmark. I've seen a few teachers and their students use the Cardboard Camera app to create virtual reality imagery of local landmarks including interesting geological features near them.

(Here’s the link to the video if you want to watch it first!) This week I’ve had an opportunity to present again at the AMAZING “Create, Make and Learn” Summer Institute in Burlington, Vermont organized by Lucie deLaBruere (@techsavvygirl). My wife, Shelly (@sfryer), is attending again and we are both learning a lot. Monday and Tuesday, I facilitated the “Making Media” strand at the conference, which addressed “Making Media to Support Portfolios, Proficiencies, and Personalized Learning” (day 1) and “Mobile Videography with WeVideo” (day 2.) All my referenced resources from both workshop days are available on the Google Doc linked from wfryer.me/cml17. All institute resources from other sessions along with the agenda are available too.

I have wanted to create a “Choose Your Own Adventure” (CYOA) style series of YouTube videos for many years. I enjoyed reading CYOA books growing up, and when I saw that “linked annotations” were a feature of YouTube, I realized it would probably be possible to make a choice-based, hyperlinked, multiple-ending video series on YouTube.

Back in 2015, some of the students in my after-school “Makers Club” collaborated to create a CYOA-style tour of our school, Independence Elementary in Yukon, Oklahoma. The school’s website host has changed and all the old webpages are offline, but fortunately the linked Thinglink Map we created with 19 different videos students created is still available! Until this week, that was my only foray into CYOA-style YouTube videos. The map is embedded below.

In January 2016, Eric Curts (@ericcurts) shared a great post about an interactive story project he’d done with students using Google Slides. Alice Keeler (@alicekeeler) has also shared a helpful template in Google Slides for “Choose Your Own Adventure” stories. While there are a few resources and examples of “Interactive YouTube Adventures” and videos, I haven’t seen any educational blog posts or articles about this kind of project. If you know of any, please share the link(s) in a comment below or via Twitter to @wfryer.

My goals with this afternoon CYOA project yesterday included providing participants with opportunities to:

1. Practice video recording using a Green Screen
2. Practice editing recorded green screen videos in WeVideo
3. Recording a full sequence of CYOA videos in a short amount of time, by breaking into groups and recording several  scenes (4) per group.

I created a 22 slide Google Slideshow providing an overview of the project, descriptions of each character’s “flaw, trait and skill,” and scene cards for the different video clips we recorded yesterday. Technically, we recorded 15 different scenes rather than the identified 17, because clips 4 and 5 were identical, along with clips 6 and 7.

In addition to the slideshow, I also provided links to several other resources including a background image library to use with Green Screen clips shared on Google Drive and a Google Form participants could use to submit/share edited Green Screen video clips we’d use in the final project. When we recorded videos, we just two iPhones and 2 Green Screens, and I used the same “Shared Media Folder” technique to provide access to the raw/unedited Green Screen videos to all workshop participants.

Overall this was a fun and successful activity which I think we all enjoyed as well as learned from. Here are some of my takeaways and lessons learned:

1. YouTube Annotations have been discontinued, so CYOA videos need to be created using “End Screens.” You can link up to four videos in an “End Screen,” we used two per video.
2. Videos must be at least 25 seconds long to use the “End Screen” feature in YouTube. I added some text titles to some of the shorter videos we recorded so everything met this duration requirements.
3. It’s best to upload all YouTube video clips (we had 23 in this project) to the same YouTube channel.
4. It’s not possible to upload the exact same video twice to a YouTube channel, so there must be some differences between videos even if you are going to use the same scene. (This was true for all the ending scenes in our movie series, where characters either died tragically by drowning in water or found an amazing treasure room filled with gold!
5. As individual video scenes are edited, it’s VERY helpful to use a “scene number” to keep track of it and the “End Screen links” which are needed TO it and at the END of it. Slide 4 of the overview Google Slideshow includes all these scene numbers and some details about each video.
   
   “Treasure or Trap- Scene Cards for CYOA” (CC BY 2.0) by Wesley Fryer
6. Putting the final series of linked videos together took MUCH longer than I’d anticipated, and is not something which can realistically be done completely during a workshop. For this relatively short (5 stage / scene per story, 23 total video clips) Choose Your Own Adventure Story, I estimate it took me about 6 hours to put everything together. I ended up re-creating all of the edited Green Screen video clips for several reasons. One was the required 25 second time duration, but also the need for 5 seconds of additional “empty” footage at the end which could be used to show the linked video choices. I just inserted a blank/black image for five seconds at the end of each clip for this, but I alternatively could have added a clip from the “End Screen” editing menu of YouTube.
7. It worked great to jumpstart our video creation during the workshop by providing shared folders of media resources, videos as well as images. I created a “media skill” badge in the Show with Media BadgeList explaining the steps required to do this. This reminds me of the TechEdge article I wrote in 2000 titled, “Teaching with Templates.” It’s still very important to know ways to streamline media / technology lessons with students depending on how much time is available and other factors!
8. WeVideo has made a LOT of improvements and is definitely worth checking out for per-student licensing if you use Chromebooks with students or Windows-based computers. If you have Apple laptops or iPads, I still prefer iMovie, but the collaboration features of WeVideo are great and it just keeps getting better. I was very pleased it supports Green Screen functionality, and while it wasn’t quite as clear / high quality as the iPad app “Green Screen by Do Ink, it was pretty good and adjustment sliders are provided to make even better Green Screen masks than are created with default / automatic settings.

There were probably more lessons learned, but those are some of the main ones that stand out for me at this point. Here is our CYOA YouTube opening video, which is the gateway to the other 23 clips! I titled our project, “Treasure or Trap? A Choose Your Own Adventure Video.” Enjoy! I’d love to hear your feedback via comments or Twitter!

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Did you know Wes has published several eBooks and "eBook singles?" 1 of them is available free! Check them out!

Do you use a smartphone or tablet? Subscribe to Wes' free magazine "iReading" on Flipboard!

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If you're trying to listen to a podcast episode and it's not working, check this status page. (Wes is migrating his podcasts to Amazon S3 for hosting.) Remember to follow Wesley Fryer on Twitter (@wfryer), Facebook and Google+. Also "like" Wesley's Facebook pages for "Speed of Creativity Learning" and his eBook, "Playing with Media." Don't miss Wesley's latest technology integration project, "Mapping Media to the Curriculum."

“Men should take their knowledge from the Sun, the Moon and the Stars.” – Ralph Waldo Emerson

In my newest book, Hacking Digital Learning Strategies: 10 Ways to Launch EdTech Missions in Your Classroom, I’ve dedicated one of the missions to citizen science projects. One of the most amazing citizen projects, the Eclipse Ballooning Project, will allow you and your students to watch the livestream of the historic total solar eclipse on Aug. 21st. Mark your calendars, because no student or educator should miss this historic event! The Eclipse Ballooning Project is a citizen science project organized by NASA. Over 50 student teams (middle school to college) across the US are sending high-altitude balloons to test the ability of life to survive beyond Earth as well as live stream the total solar eclipse.  Below, find citizen science projects, lesson plans and activities to prepare you for this momentous learning opportunity! Citizen science projects span all subjects. Through citizen science your students’ learning makes a real impact on the world.

Get your copy of The 30 Goals Challenge, Learning to Go, or Hacking Digital Learning. Ask me about training your teachers, ShellyTerrell@gmail.com!

Lessons and Resources

• NASA activities spanning a wide variety of subjects, including art.
• Educational materials and videos for all grade levels and subjects by the American Astronomical Society.
• Simulate an eclipse in the classroom by NASA.
• A teacher toolkit, animation, video, webinar, and activities by PBS Learning Media.
• National Geographic has several resources, including a video, in their article, How to See the Best Total Solar Eclipse in a Century.
• Learners can join the Solar Eclipse 2017 Life Responds citizen science project and record eclipse-related animal behavior with the iNaturalist iOS/Android app.
• Join the Eclipse Soundscapes citizen science project and help create a multisensory 3D sound experience of the August 21st eclipse for the blind and everyone!
• Join the Eclipse Megamovie citizen science project by taking photos of the solar eclipse. These images will be stitched together to create an expanded and continuous view of the total eclipse as it crosses the US.
• The Eclipse Megamovie Project has a cool simulator of the eclipse and other learning resources.
• Find many more awesome citizen science projects related to the solar eclipse here.
• Check out the free lesson plans from the Eclipse Ballooning Project covering a wide range of subjects.
• Activities, a video, games and more by BrainPop!
• An Observer’s Guide to Viewing the Eclipse by Fraknoi and Schatz.
• Take the free Coursera online course about the 2017 Solar Eclipse.
• A Resource Guide to Exploring Eclipses in General and the August 21, 2017 Total Eclipse of the Sun
• ORISE Total Solar Eclipse Activities dealing with geometry, culture, etc.
• Posters and more to prepare your library for the solar eclipse!

Challenge: Use one of these ideas to excite students about the total solar eclipse.

If you enjoyed these ideas, get your copy of The 30 Goals for Teachers or my $5.99 ebook, Learning to Go.

Subscribe for FREE to receive regular updates!

Photo: https://pixabay.com/en/solar-eclipse-sun-flare-solar-1482921/

Creating a screencast video is a good way to show your students or colleagues how to use a new web tool. When Chromebooks first hit the market, the options for creating screencast videos were few and were tricky to use. Over time better options emerged. The following five tools are all easy to use to create screencast videos on a Chromebook.

Soapbox is a free tool from Wistia that makes it easy to create great screencast videos on a Chromebook or any computer that is using the Chrome web browser. With Soapbox installed in the Chrome web browser you can quickly record your screen and your webcam at the same time. The most distinguishing feature of Soapbox is that you can have your video transition from your screen to your webcam to a combination of the two. Soapbox includes some simple editing tools for zooming in on an area of your screen and calling attention to specific parts of your screen.

ViewedIt is a free Chrome extension that makes it quick and easy to create and share screencast videos. With the extension installed you can record your entire screen or just one window tab. ViewedIt will let you record yourself with your webcam too. The best part of ViewedIt is that you can track who watches your video. To record on ViewedIt you simply have to click the extension icon then choose what you want to record. When you're done recording your video is automatically stored on ViewedIt. From ViewedIt you can share your video via email and social media. If you choose to share via email, you will be able to track who watched your video.

Nimbus Screenshot is my favorite tool on this list because of its ease of installation and it is the only tool on this list that provided a customizable countdown timer. I like the countdown timer because it gives me a few seconds to prepare to start talking over my screencast. The other tools just started recording the second that I hit the record button. Nimbus Screenshot was also the easiest to install and configure on my Chromebook. Screencasts recorded with Nimbus Screenshot can be saved to your local drive or to an online Nimbus account. I usually choose to save to my local drive then upload to my YouTube channel. You can also save to your local drive then send it to Google Drive or another online storage service.

CaptureCast lets you record your webcam while recording your screen which you cannot do with the Nimbus tool. You can choose to record your screen, your screen and your webcam, or just your screen or just your webcam. CaptureCast gives you three options for recording definition. So if you're on a slower network you can choose a lower resolution recording to save processing time. CaptureCast lets you save a recording locally or send it to YouTube or to Vimeo.

Screencastify might have the most name recognition in this list, but I don't like it as much as some other tech bloggers like it. In fact, it's usually the last one that I'd recommend to new Chromebook users. The set-up process asks a lot questions that could confuse new users. The free version limits recordings to ten minutes and puts a watermark on the recording.

July 2017 comes with 5 brand new features added to Google Forms! One of the most anticipated is the availability of File Upload for consumer accounts (previously restricted to G Suite Domains). Check out whats been added to Google Forms!


#1: Reorder Sections!

If you're a heavy Google Forms user already and you also tend to organize your forms into sections, you're going to love this new feature! You can reorder entire sections at one time! Previously, you would have to move one question at a time to a new section. Learn more about how this new features works in the Help Center.

Want to move a whole section in your Google Form? Click the "3 dots" menu in the to right of the section and select "Move section".

Use the UP and DOWN arrows to reorder whole sections.

#2: Create a Checkbox Grid

A checkbox grid allows the user to select more than one option from the columns.

Here is an example of what the checkbox grid looks like in a live Google Form.

#3: Create Default Settings

Using the File Upload feature will require users to sign in to their Google account.

Since I published “Stop Taking Grading Home,” I’ve had a ton of teachers ask me how I am able to give feedback on Google Docs so quickly. I give real-time feedback to ~8 students in a 25-minute station.

It definitely helps that I am a skilled typist. I also keep the scope of my feedback narrow, so I am not trying to correct everything in one real-time editing station. In a single real-time editing session I might focus on their thesis statements, topic sentences, analysis, or citations. It depends on the day and where we are in our work, but I don’t try to provide feedback on the entire paper all at once.

The real secret to my success is in creating shortcuts right in my Google Documents. Here’s how…

I hope this tip helps other teachers provide feedback on student writing more efficiently!

If you have a strategy you use to provide feedback or assess student work, please share it!

There has been exciting development in the fight for school libraries over the last month.
According to the EveryLibrary site,

EveryLibrary and Follett have announced a special partnership with five state school library associations for restoring school libraries to schools and districts and to expanding funding for school library programs.
In this news article on their site, John Chrastka, executive director of EveryLibrary states,

The SaveSchoolLibrarians.org site isn't just for the five states involved.

It is for everyone from those wanting to make a difference in their library and community
In fact, look at all of the ways you can help!
Please go to SaveSchoolLibrarians.org and join this movement in support school libraries across the United States.
I signed up too!
You can visit www.saveschoollibrarians.org to sign up, donate, share and even report a threat to a school librarian.

Together with EveryLibrary, Follett and librarians we can make a difference for school, communities and children everywhere.

Google have released a brand-new version of Google Earth for your browser. You can now tour the world in Google Earth using the new Voyager mode. Voyager is a collection of map-based stories written by Google Earth partners that is updated weekly. Please note. To use this new feature, you’ll need to use the Google […]

Take a Voyage with Google Earth’s Guided Stories
The Whiteboard Blog - Education, Technology and Science CPD and Support

Front Row has developed a great reputation over the last couple of years for the differentiated math and ELA resources that it offers to teachers and students. This week at ISTE 17 I sat down with the CEO of Front Row to take a look at the new social studies resources that Front Row is offering.

Front Row's new social studies resources are organizing into fifteen units. The units cover the topics most commonly included in social studies classes in the United States. Some of those unit topics are Civil Rights, the American Revolution, and Economics. Within each topic in you will find articles and discussion questions for your students.

Applications for Education
Front Row lets you choose from multiple versions of the same article to distribute to your students. You can give the same version of an article to all students or give different versions to individual students in your classroom. Front Row has a short diagnostic test for your students to take when they join your Front Row classroom. The results of that diagnostic test can help you identify which version of each article to give to your students.

Register for Teaching History With Technology where you'll learn how to use many more tools like Front Row in your social studies lessons. 

Name Picker Ninja is free tool for quickly randomly selecting a name from a list. Using Name Picker Ninja is a simple matter of pasting or typing a list of names into the "add names" field in Name Picker Ninja and then clicking "go!" The names in your list will scroll and stop on a randomly selected name. Once a name has been selected you can remove it from the list or keep it in the rotation. In the video embedded below I provide a short demonstration of Name Picker Ninja.


Applications for Education
Name Picker Ninja is useful for choosing students for all kinds of classroom activities. In elementary school you might use it to pick your line leaders for the day. In middle school or high school you might use it to choose the order in which students make presentations to their classmates.

If you want to put a random name selector in your blog or website, watch the video here to learn how to do that.

This morning at ISTE 2017 I had a nice conversation with Carl Sjogreen from SeeSaw. Carl shared with me the newest features being added to SeeSaw. The following new features will be available on July 5th and are available to preview here at the ISTE conference.

1. A new teacher-to-student and teacher-to-parent messaging system has been added to the latest version of SeeSaw. This will let teachers send announcements to students and parents. Students and parents can receive announcements via SMS and push notifications.  Parents, but not students, can reply to a teacher's announcement.

2. The home screen for teachers has been redesigned to simplify the process of finding and selecting your courses.

3. Teachers can how select and or upload a class icon. Teachers can also select a custom color scheme for their class home screens.

4. The parents' view of SeeSaw has been redesigned. The new design consolidates a parent's view of his or her child's work across multiple classes. More importantly, parents can now search for their children's work according to date and or standard folder. As Carl explained to me, this will let parents quickly compare the work their children did in September with the work they did in May.

And if you missed it earlier this year, SeeSaw added a text labeling tool that you and your students can use on images. Watch the videos below to see how the labeling tool works.

On Monday at ISTE 17 I met with a representative of Vernier Software & Technology. They're producing some neat equipment for science classrooms as well as some excellent interactive physics videos. Those resources are not free to use, but they do have an excellent collection of free resources about the total eclipse happening in the United States later this summer.

Vernier's Total Eclipse website includes tips for safe observing and recording video and pictures of the eclipse. Vernier is also encouraging teachers and students to record and share their observations about the eclipse. Of course, the most important tip of all is to refrain from looking directly at the sun. That's why Vernier offers solar eclipse viewing glasses. You can also make your own solar eclipse viewing box.

This week Google announced that Google Earth can now be integrated into your school's G Suite for Education services. Which means that your students can use their G Suite account credentials to use the web version of Google Earth. The newer web version of Google Earth can be used on a Chromebook.

In the PDF embedded below I provide ideas and links to directions for ten things your students can do with Google Earth. (Click here if you cannot see the embedded PDF).


Join me in July for Teaching History With Technology to learn how to use Google Earth and many other tools in your social studies lessons.