#LearningInTheLoo: Making phone calls w/ Google Hangouts

All of the teachers at my school just got new chromebooks for their use, to replace our aging desktop computers as they are dying off. Now is the perfect time to let them know that Google Hangouts are a great way to make free phone calls to anywhere in Canada & the US, making it easier than ever to contact student’s parents or guardians.

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Want to post some Learning In The Loo posters around your school? The whole archive is here.

– Laura Wheeler (Teacher @ Ridgemont High School, OCDSB; Ottawa, ON)

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My Khan Academy Pedagogy

I first wrote about how I was using Khan Academy with my students in late 2014 here. Then earlier this school year I wrote a response to another blogger’s post about why online Math practice tools aren’t good, here. Since that first 2014 post, Khan Academy has changed & improved quite a bit and so has how I use it with my students. So let me share a little of my Khan Academy pedagogy.

From here on out, KA = Khan Academy

Students and teachers can use KA anytime they like without having an account or without joining a teacher’s KA class. However, by making an account, the student’s progress gets tracked & saved in KA, allowing the site to better offer next steps of Math for them to work on. And by joining the teacher’s class, the teacher has the ability to assign practice problems & check student progress. I highly recommend using it as a class like this.
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Step 1: Create a class

If you haven’t yet, make a KA account yourself. I often log in from my chromebook & so I love the simplicity of the red Google button that automatically logs me in using my school board Google account.
Then head to your “dashboard” https://www.khanacademy.org/coach/dashboard & click on “add new class” (on the right side). Enter information for your class – I like to name it by period & course code – or choose the “import from Google Classroom” option if you already have all your students connected to Google Classroom.

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You will be prompted to tell KA what Math subjects your students are learning. I choose “World of Math”.

Step 2: Get students in your KA class

Two ways to do this:

  1. Invite students by email address (or by email but via Google Classroom). The advantage here is that you will see a list of invited students on your dashboard & KA tells you which students have not yet accepted the invitation; makes tracking the sign up process simple.
  2. Give students the Class Code. This can be found by starting from your dashboard choosing the class & then clicking on Roster. Top right you will see the Class Code. I used to write the code on the board in my classroom & students go to khanacademy.org/coaches to enter it & join the class.

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If at any time you’d like to change the name of your class or change which subjects you attributed to the class at the beginning, you can click on the class name in your dashboard & then choose Settings:Capture

Step 3: Find content & Assign it

So let’s say that today we did a 3 act math task or problem-based learning activity involving surface area & tomorrow I want my students to do some individual practice on surface area. I use the search bar at the top of KA to search for that topic. I click on “Exercises” to filter it so that I only see the practice sets:Screenshot 2018-01-30 at 11.27.59 AM.png

Once you click through to the exercise set, along the top you have the “assign” options. You can choose to assign the set to one or more of your classes. By default “All students” is chosen but you can click the drop down in order to assign to only some of your students if you like (useful for differentiation). Choose the due date & time (students can complete it after the due date still but it will notify them that it’s overdue. When ready, click Assign.Screenshot 2018-01-30 at 11.32.58 AM

Step 4: Students do the practice set

I provide class time to practice independently on KA after each activity we do in groups. What they can’t get finished in the provided class time becomes homework to complete at home.

Students log in to the website (khanacademy.org/login) or download the app & sign in there. The assigned work will be on their dashboard in a list of assignments to do. They click “Start” next to the assignment title. I have my students work on paper so that if they get stuck they have a trace of their thinking so far for me to help them find their error or sticking point. Once they have an answer, they choose the answer (if it’s multiple choice) or type it in (paying attention to how KA wants it submitted; rounded to the hundredth or as a precise fraction instead of a rounded answer). They click “Check” and KA either tells them they are correct, or incorrect & try again.

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If students are stuck they have the option near the bottom of the screen to watch a video or use a hint. The KA videos are pretty traditional teaching and often involve tricks like FOIL. But they are better than no help at all when a kid is at home & stuck on a problem. Hints are literally the next step in the problem given to them. They can keep pressing hint until the whole solution is shown & explained. But using any hint results in the student being allowed to finish the question, but not have it count as successful. I believe KA’s recent changes mean students need to get 70% of the problem set correct to be considered “practiced” on that skill.

Step 4: Checking their work

KA tells students immediately if they get a question right or wrong. Students cannot move to the next problem until they’ve entered the correct answer for the current one. So students get immediate basic feedback about right or wrong.

From the dashboard for a given class you can see the current assignments as well as past ones (whose due date is past). If you click on the number of students that have completed an exercise next to its title (ex. 3/15), you can see a list of students and their scores. You can sort by date, number of attempts, score, etc. This can also be downloaded as a CSV file (which opens as a spreadsheet in Google Sheets or Excel or similar programs).Screenshot 2018-01-30 at 11.56.55 AM

If you click on View Report next to the assignment title (not the one next to each student in the above image), you can see which questions the students had the most trouble with:Screenshot 2018-01-30 at 11.55.27 AM.png

Step 5: Assigning further homework & Differentiating

I have created a list of all the KA exercises that meet the curriculum needs for each course I teach, divided by overall expectation. You can see an example here:Capture

I list the practice from easiest to hardest (or in the order in which we will study it). When I am assigning the 2nd or 3rd practice set from that list to my students, I will use the “Progress” tab for each class & I will click on “Within mission” in the top gray bar & search for the list of practice sets for that expectation (you can see this screen below). Any student that is still in the “needs practice” or “struggling” column will be reassigned the first homework. Any student that is “practiced” or above on the first homework gets assigned the 2nd homework, and so on until each student has been assigned the next practice set for them to work on according to their completed work to that point. I find this helpful to not overwhelm students with a practice set they are not yet ready to tackle individually.

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Step 6: Mastery

When students are done all of their assigned practice early, they have three options:

  1. They can redo old practice sets to increase their score on them if they weren’t happy with how they did. They can find these under their “completed assignments” list in their account or by searching the title of that practice set.
  2. They can do KA’s “mastery” quiz which gives them a mix of 5 or 6 problems from topics they’ve been practicing. The mastery serves to check if students retain their abilities over time; can they still find surface area 2 weeks later?Capture.PNG
  3. They can work ahead on practice sets that we have not yet assigned by choosing from the list on our Google site.

Step 7: Using the spreadsheet of data

There are two main things I do with the data that KA provides for me; communicate with parents & guardians as to their child’s progress on KA skills and use it as backup evidence at the end of a semester when I am determining whether or not a student has shown sufficient achievement of an overall expectation for the course.

On the “settings” tab of each class, you can download the student data as a CSV file:Capture.PNG

I save that CSV file to my Google Drive & open it in Google Sheets. I move & hide columns to meet my needs. I use the IFERROR formula to compute their best score yet (not the score at the due date) for each practice set & display “incomplete” if there’s no score. I sort by student and copy & paste their table of data into an email to them & their parents.
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I try to do this every few weeks. I download a new .CSV file each time so I have their up to date best score to honour when they go back & try again or do mastery to level up. This is purely for feedback to them & their parents at this point.

At the end of the semester I do a final spreadsheet where I do one extra step: I sort the exercises by curricular expectation, for each student. When determining a final grade or whether or not to grant the credit, this can serve as backup evidence of their skills in the case where they have difficulty with the more complicated problem solving on our formal evaluations.

PHEW! I think that’s about it.

Have you used Khan Academy? How do you use it with your classes? Let us know in the comments below!

– Laura Wheeler (Teacher @ Ridgemont High School, OCDSB; Ottawa, ON)

 

Sketchnoting: what is it & how can I get started? #Sketchnote #Sketchnoting

What is sketchnoting?

If you’re a teacher on Twitter, chances are you’ve seen at least one sketchnote, if not many. What is a sketchnote?

Sketchnotes are rich visual notes created from a mix of handwriting, drawings, hand-drawn typography, shapes, and visual elements like arrows, boxes, and lines.

Mike Rhode (The Sketchnote Handbook)

The best way to figure out what makes a sketchnote? Go look through a whole lot of them! On Twitter (no account needed) look up #sketchnote to see many different examples & styles across different disciplines. Teachers in particular seem to have taken strongly to this visual note-taking method as a way of sharing ideas and tools.

You don’t have to be a fancy artist to sketchnote. In fact, sometimes simple stick figures make the best illustrations for a sketchnote! Can you draw a stick man? Then you can draw! As Mike Rohde says, sketchnotes are about “ideas, not art“.

To see some examples of the sketchnotes I’ve created, have a look here.

Why should I sketchnote?

Sketchnoting, for me, primarily serves as a way to take notes, but more visually. It helps me remember what I’ve read, heard or seen. It helps me to organize ideas. It’s primary function is as a record, for me! When I think they might also be useful to others – and turn our nice enough – I share them on Twitter so other teachers can learn from them too. I often get teachers asking if it’s OK to print them up as posters for their classrooms or staff rooms – I always say yes of course!

Having trouble building a PLN on Twitter? Create a sketchnote & share it on your Twitter account with #sketchnote. People go crazy for sketchnotes & they get retweeted & shared way more than my usual tweets.

If you’re interested in some of the research that supports an activity like sketchnoting (Dual coding theory, handwriting vs typing notes, etc.) check out Kathy Schrock’s excellent collection of background research here.

What can I sketchnote?

My suggestion to start? Ted Talk videos. Choose your favourite Ted Talk or use this one I often suggest: 10 Ways to Have a Better Conversation. The advantage of sketchnoting videos to start (as opposed to live talks) is that you can rewind & replay as many times as you like to capture the ideas you want in your sketchnote.

There is no end to the things we can sketchnote:

When should I sketchnote; live or afterwards?

This is a personal choice. But to start I recommend sketchnoting after the fact or sketching things that you can pause, rewind & look back at. Sketching live during a talk is a whole other ball game, adding the stress of time constraint into the mix. But fun – so give it a shot when you’re ready!

What do I need to get started?

  • Paper
  • Writing implement; pen, marker or pencil – you choose

People often think they need an iPad and fancy stylus to make a decent sketchnote. And while many of the sketchnotes we see accompanying articles on edu-websites are made on a tablet, you absolutely don’t need one! Just grab your favourite writing implement and an 8.5 x 11 sheet of printer paper to get started. These days, my own analog toolkit is fine-tipped & regular-tipped permanent black markers and a set of crayola markers to colour, highlight & accent with. Lately I’ve been drawing in a blank paged notebook that’s maybe 6″ x 9″?
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When I do work digitally I use my (now very old & cracked) iPad and a ~20$ disc-tipped stylus I bought off Amazon. On my iPad I use the Paper by FiftyThree app. For smaller drawings on my Android phone I use the Bamboo Paper app.
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How do I sketchnote?

Decide on a layout: There are many different layouts you can try such as popcorn, radial, columns, paths, etc. But as an easy starter try this one:

Create a title: In big writing either at the top of the page or smack in the middle, write the title of the video, book or whatever it is you’re sketchnoting. If it’s a talk given by a person, it helps to write their name & their twitter handle too.

Now as you listen or read, write down the biggest, most important ideas and/or quotes. Try to use as few words as possible (I’m still working on that skill). Leave some room nearby for a drawing or two.

Either as you go, or afterward, add some drawings next to each idea or quote. Pick the keyword from that text & sketch it. Stuck for ideas? Search words on the Noun Project to get ideas for simple icons that are easy to draw. If you still insist you can’t possibly draw, then here’s a little something for you:

Add colour by using highlighters or markers. Either by drawing over top of black text or by colouring in your drawings, or separating ideas using coloured boxes, etc. You can use many colours, or stick to just one!

Use shapes as containers to separate and emphasize ideas.

Use lines to connect & divide ideas.

If you think you might share your work online, put your name on it somewhere (& your Twitter handle if you have one).

Check out this great sketchnote summary of the above info by Shauna Burnie:

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Source: https://imperfectmasterpiece.weebly.com/blog/making-media-4-sketchnoting

Where can I share my sketchnotes?

I really encourage you, no matter how bad you think your sketchnotes are, to share them on Twitter. Or with colleagues. Or show them to a friend at the very least. Take an image of your paper sketchnotes using your cell phone and post them to Twitter with the hashtag #sketchnote!

Who can I follow to learn more?

Sylvia Duckworth gave the first sketchnoting workshop I ever attended. If you’ve seen sketchnotes on edu-blog articles, they were likely hers. She’s a force!

Marie-Andrée Ouimet gave the 2nd sketchnoting workshop I attended (with Joel Charlebois) and even let me follow her back to the final keynote for the conference to watch how she sketchnotes live on the spot. En plus, elle est animatrice d’un podcast – La Folie du Sketchnote – sur lequel elle parle avec des enseignants de toutes sortes qui sont en train d’intégrer le sketchnote soit dans leur salle de classe avec leurs élèves ou pour eux même.

Mike Rohde as the author of the seminal Sketchnote Handbook is a good follow. I like following him because he shares a lot of news and ideas on sketchnoting beyond the edu-sphere.

Wendi Pillars is the author of a great book that explores ways teachers can get their students sketchnoting in the classroom; called Visual Note-Taking for Educators.

Kathy Schrock has a great page chock-o-block full of resources related to sketchnoting worth checking out.

I hope you’ll give sketchnoting a try!
I hope you’ll come back here & share your sketchnote in the comments below.
And know that it’s normal to be frustrated by your first attempts not turning out quite as spectacular as you’d like them to.

My first try:
first try
. . . and now:
Thinking Classroom Sketchnote 14 elements

– Laura Wheeler (Teacher @ Ridgemont High School, OCDSB; Ottawa, ON)

Top Tweets from 2017

Earlier this week I wrote a round-up of my top blog posts of the year. Today I wanted to do the same for tweets. I headed over to analytics.twitter.com to see which of my tweets had the most impressions/views & interaction/clicks.

A sketchnote I did of the George Couros keynote at our school board’s Digital Lead Learner Conference:

Two tweets as I started sketchnoting Peter Liljedahl’s research on VNPS, VRG & the Thinking Classroom:

This sketchnote of Peter’s full Thinking Classroom framework back when it had 11 elements only:

My school was chosen to host a [surprise] visit from Malala Yousafzai. I sketched some of the quotes from her talk afterwards to commemorate the event:

It’s been the year of Peter Liljedahl & the Thinking Classroom. It seems anything I post on the topic, teachers go nuts for it:

This tweet I wrote while at the OAME Conference – a quote from the first workshop I attended on day 1 – went crazy … engendering a lot of support for the idea as well as some folks who think we’ve missed the mark by moving away from memorizing & recalling:

Also from OAME:

And this one looking forward to the next OAME:

This sketchnote of Judy Larsen & Peter Liljedahl’s research on the #MTBoS community . . .

. . . which was interesting timing given the great debate of #MTBoS vs #iTeachMath that started the next day:

This sketchnote got some good traction despite posting it during summer vacation in July:

Teachers out for Pride Parade; we led the parade, just in front of Prime Minister Justin Trudeau himself:

This news from Desmos:

This idea for a 3 Act Math task I did with my gr.10 applied class. A shout-out here for drawing your own diagrams to insert into activities & tests (I used the Paper by Fifty Three app on an old iPad for this one):

A cool new tool I discovered via Alice Keeler’s blog (a must-subscribe):

Getting back on the #ObserveMe bandwagon. Even got a couple of visitors!

Sketchnote of Peter Liljedahl’s keynote at the OAME Leadership Conference in the fall:

Followed by an updated version of my Thinking Classroom sketchnote to show the now 14 elements that Peter has included in the framework:

This visual I made of a quote from our vice-principal that resonated with me:

Tweeting out the sketchnotes I made for the #DitchSummit digital conference were well received & shared:

And finally, this tweet that I sent out just last night seems to have struck a chord:

What have I noticed from all this?

  1. Peter Liljedahl’s Thinking Classroom framework – including VNPS & VRG – is still fascinating teachers all over even 3 years after I first learned about it & started to implement it in my own classroom.
  2. People go crazy for sketchnotes – something about the ability to share a complex, broad topic in one single image. You gotta’ give sketchnoting a try!
  3. All except one of my most popular tweets have images attached (and the 1 that didn’t featured a tweet by the Dan Meyer – and may have been retweeted by him – which is almost like cheating when looking for top tweets). It might also just be a biased sample since I’ve noticed over the years that tweets containing visuals of some kind seem to do better. So even for that last tweet above, which could have just contained the quote in text, I created an image for the quote. Those tweets always seem to rise above.

Thanks to everyone that has shared their tweets, read mine, retweeted, answered my questions, pushed my thinking, inspired new ideas . . . Twitter really is THE BEST PD any teacher can get!

What are your top tweets from 2017?

– Laura Wheeler (Teacher @ Ridgemont High School, OCDSB; Ottawa, ON)

#DitchSummit 2017 #Sketchnote RoundUp!

This month was the 2nd annual digital Ditch Summit; 9 talks given via video, available for a limited time to watch until the end of the month, hosted by Matt Miller. Inspired by Jen Giffen’s sketchnotes from each of last year’s Ditch Summit talks, I decided to give it a go myself this year. So here they are:

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– Laura Wheeler (Teacher @ Ridgemont High School, OCDSB; Ottawa, ON)

How we #Kahoot!

In a short couple of years, Kahoot has become a pretty commonplace activity in many classrooms. Kahoots can be used to preview & teach material, to practice skills, to solidify vocabulary, … you name it! I think you’d be hard-pressed to find a teacher that hasn’t at least heard of Kahoot, let alone played it.Want to learn more about Kahoot? Check out my introductory blog post here.

Kahoot

I’ve been working with my 2 student teachers this semester and as I’ve been sharing with them my ideas of the pedagogy of Kahoot, I thought it might be worth sharing here also.

My most common way to play Kahoot is to use a bank I made of almost 100 questions covering the most basic skill sets as laid out by the curriculum for each course I teach. There are some options that I like to pick to make the game run well for us:
answer streaks get displayed & rewarded
name generator (so I don’t have to worry that the names they pick in another language might be inappropriate)
podium allows us to see the top 3 players at the end … I give out a sticker to each of the top 3 (yes, grade 10 students still love a good sticker!)
– randomize the questions & the answers (we don’t play the whole bank of 100 questions at once)
– display game pin throughout so that students arriving late can join easily & if the wifi kicks someone off, they can rejoin (albeit losing their points).

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The most important thing, since we use this as a question bank, is that I randomize the order of questions & answers both. So of my bank of almost 100 questions we might play 10 or so questions at a time. Since the questions involve some calculating, it can take us up to a half hour to play through those 10 or more questions.

As my students join the session, I remind them to have paper, pencil, calculator & course pack out on their desk:98D987A1-CBC2-4020-A2FD-480B9F7F8687
I do this to stress that they should solving & calculating; not guessing.

We play through the questions, they are timed according to the difficulty of the question; the harder or longer the problem, the more time they get to find an answer (up to 2 minutes max). After each question, Kahoot displays a graph of how many students picked each of the answers:Screenshot 2017-12-15 at 2.33.11 PM

When most students have the right answer, we simply move on to the next question. When roughly half or 2/3 of them get it right I will do a little direct teaching up on the board, asking students to explain to me the justification behind the correct answer. When few students get the correct answer (like in the graph above) I will send them to their boards to solve it in small groups (in my class we sit in daily random groups of 3; VRG & do problem solving on vertical chalk- & white-boards; VNPS ). Even though my students are allowed to talk & help each other during Kahoots, something about getting out of your seat, going to the VNPS & working with your group members, seems to get the juices flowing & it’s usually not long before every group has the correct solution shown on their board (without any direct teaching on the topic from me).20171215_092556-01 (1).jpeg

We can play Kahoot this way, with this bank of problems, because I spiral/cycle my courses – not teaching unit by unit:

This means teaching every expectation in the curriculum over the first few weeks, albeit in an introductory fashion. Then we cycle through all the material for a 2nd time, delving deeper. And then again a 3rd or maybe 4th time through depending on time. Mary Bourassa has a good explanation here of spiralling.

At the beginning of the year, I use the “skip” button in the top right corner of the game to skip questions we haven’t covered yet. At this point in the semester (mid-way through 4 of the 5 months) we’ve covered all the skills needed in the course because of spiralling. Now we’re left to work on more complicated application problems. So when we played Kahoot today we did not have to skip any of the questions in our game.

So that’s how Kahoot works best for me & my students. How do you use Kahoot? Share your thoughts in the comments below.

– Laura Wheeler (Teacher @ Ridgemont High School, OCDSB; Ottawa, ON)

 

#LearningInTheLoo – #HourOfCode

Hour of code is next week so I decided to make a new Learning In the Loo poster about the event & why a teacher might want to participate. A big thank-you to Sylvia Duckworth & Brian Aspinall for allowing me to include their great list of reasons to teach coding in sketchnote form:

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Want to share some Learning In The Loo posters at your school? Here are my archives!

– Laura Wheeler (Teacher @ Ridgemont High School, OCDSB; Ottawa, ON)

Khan Academy … everyone loves to hate it

This popped up in my feed today:

Since I’ve been using Khan Academy, an online math practice website, with my students for a few years now, I was intrigued & promptly read the blog post.

I had so many thoughts as I was reading through it that I decided to respond to each of David’s points from his post in a comment on his blog that I’ll post here now:

Feedback is terrible or nonexistent

Agreed. No worse than a textbook w/ an answer key in the back to check (KA tells you if right or wrong). Better than a worksheet w/ no answer key to check.
Obviously worse than a teacher working beside you.

Impossible to see patterns

Agreed

Blocked practice

I have my students use the blocked practice to practice a skill the first time. Later I encourage them to do KA’s “mastery” quizzes which interleaves concepts they’ve practiced over time to help with retention.
So some of these offer both blocked & interleaved options.

Too easy or too hard

I use the progress tab on KA to look at a series of practice sets. Students that still haven’t mastered the first on the topic from back in September practice that again. Students that have shown competence with more skills will be assigned the next in the progression for their needs. I can do this student-by-student on the KA dashboard so that they each get what they need to practice next.Screenshot 2017-11-28 at 3.45.27 PM

Inappropriate medium

No worse than a textbook. My students solve the KA problems on paper with pencil and then input their answer to see if their right … same as they used to do w/ textbook practice.

It obscures information from teachers

Yes – it doesn’t show me the student’s work like when I used to pick up paper copies. But I also no longer spend hours checking/correcting homework. Instead I use that time to better prepare the in class activities we do where I am able to offer in the moment feedback while they work on problem solving.

It isn’t really mathematics

Again, no worse than a textbook.
Obviously worse than the problem-solving activities I run in class …

…. But here’s the thing: Khan Academy [or insert other online practice medium] is not meant to replace a teacher or a math class. I use it as a tool to allow my students independent practice like they used to do w/ a textbook. I think practice is useful to my students, and sometimes they do need to practice skills one at a time in addition to the problem-solving we do in small groups all the time in my class.

I’m not a fan of these blanket statements that these online tools are totally horrible and can’t be used in helpful ways. Is Khan Academy perfect? Far from it – but nor was the textbook my school used to offer us to use. Here are the things I like about it:

  • The report it generates is a useful tool to communicate home about students that aren’t practicing (b/c I believe that independent practice is still important)
  • That I can differentiate who gets assigned which exercise set.
  • That students can work ahead & KA can even predict what the next skill in their progression might be
  • That students don’t lug home a textbook each night
  • That it has videos (even if I don’t always love his strategies) a kid can watch when stuck
  • That I no longer have to spend time marking homework for correctness or completion
  • Probably more reasons too that aren’t coming to mind at the moment …

KA is not a valid replacement for good Math activities and teaching. But is it a useful tool to offer independent practice to students? My argument would be yes. Does that make me a bad teacher?

Would love to hear your thoughts in the comments below!

– Laura Wheeler (Teacher @ Ridgemont High School, OCDSB; Ottawa, ON)

#LearningInTheLoo – Classroom Screen #edtech

Last week I stumbled across this tweet that caught my attention:

I checked out the @ClassroomScreen twitter feed full of retweets of how teachers are using this tool in their classrooms & it seems pretty handy! It needs no account or login, it’s free & loads pretty quick. So it became this week’s edition of Learning in the loo!

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Give it a try: http://classroomscreen.com/ and let me know what you think in the comments below.

Want to post some Learning in the Loo posters in your school or make your own? Here’s my archive!

– Laura Wheeler (Teacher @ Ridgemont High School, OCDSB; Ottawa, ON)