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Nearly text free (and loving it)

I used the following presentation to go over how and why to balance chemical equations with my 9th graders:

Balancing Chemical Rx

View SlideShare presentation or Upload your own. (tags: chemistry chemical)

The concept itself isn't complex, but instruction often gets bogged down in providing students with a list of specific steps to follow (First, count the number of atoms, second...).  Suddenly it goes from being a simple concept to a complex procedure which almost requires students to actually memorize the specific steps.

I started with a quick review of the Law of Conservation of Mass (matter cannot be created or destroyed, though it can be rearranged), and then jump into the teeter-totter analogy to explain why unbalanced equations violate this law. We then worked through some examples together.

With each repetition I increasingly withdrew my support. By the third example students could go through and balance equations without me around. They didn't need to follow a prescribed set of steps. They knew that you can''t have more oxygen atoms on one side of the reaction than the other and worked through to figure out the balanced equation.

As for technological savvy to create the edited images of the sign: I did all image editing in PowerPoint itself; which is to say it's pretty basic and pretty crude.

Resources

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Tips and tricks: Workarounds

I realized earlier this week that I've figured out several workarounds for when I'm working on my school computer. With filtration that would have Mao crying foul mixed with a lack of administrative access to install programs or change settings, what works at home doesn't at school.

The setup

  • PC: running Windows XP.
  • Internets: Filtered.
  • Administrative rights: None.
  • Browser: Firefox 3 (for whatever reason, I've found that Firefox will often install even on machines where you don't have administrative access. However, the computer tech at school did put Firefox on my computer when I asked.)

How to get YouTube videos at school when they're blocked

There are many ways of doing this, but the following is simply the method that I have found the most effective.

At home: Find a video you like. Go to Zamzar.com. Click the "Download Videos" tab and paste the URL of the video into the appropriate box. Enter the file format you want the video to be downloaded in. For school I usually use the .mpg format, simply because it meshes well with all the Microsoft stuff. Put in your school email, hit convert. It can take a couple hours for your video to be converted, but it's usually ready within an hour.

At school: When the file has been converted Zamzar sends you an email with a link to a page where you can download your file. My school doesn't block Zamzar (so I doubt yours does), so I just go to the download page and save the video to my school computer to use as I see fit. I like this method because it automatically sends the email to my school address and I don't have to remember much.

TwitterAccessing Twitter from school

This is only a trick if Twitter is blocked by your school's internet filter. You need to be running Firefox for this one. Ask you tech people to install Firefox for you if you can't do it yourself. I'd bet they'd be okay with it.

Install either the TwitBin or TwitKit Firefox add-ons. For some reason they're able to retrieve and post tweets even when Twitter is blocked. I suggest both because at my last district TwitKit didn't work with the filter, but TwitBin did. Currently the opposite is true. I don't know enough about how these programs work to give you insight into why that might be, my best advice is simply to try one- if it doesn't work; try the other.

Print screenSaving and editing screenshots images on my school computer

My school computer's a PC, so the clearly superior Skitch program is right out. Other free screenshot tools that are PC compatible generally require administrator access to install, which in my situation is a deal breaker.

  1. Use your PrintScreen button to copy your screen as an image.
  2. Paste the screen image into PowerPoint.
  3. Crop the image, add text, arrows, emphasis, etc.
  4. Save your edits in one of two ways:
  • One: Use the "Save As..." function to save the entire slide as an image. This only works if the screenshot you want is as large as the entire slide, otherwise you get a lot of unnecessary white space.
  • Two: Select all the shapes and text you've added along with the image (do this by holding Ctrl while clicking on each element). Right click on the image. One of the options should be "Save as Image..." Pick that one and it will give you the options of saving your selection in a variety of formats. I generally use .jpg or .gif.

Hopefully you'll find these useful. What workarounds do you use to get around overly protected digital environments?

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Image sources:

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Maslow's hierarchy of sorts

The Setting

  • Where: Small classroom
  • When: 6 hours (with a one hour lunch break)
  • Environment: 15 other new hires
  • Format: professional development lecture supported by PowerPoint
    • PPT format: 87 slides. White background. Black text. Bullets. Bullets. Bullets. Text. Text. Text.

Maslow's (modified) Hierarchy of Needs

If I don't have access to my room, colleagues who I'm supposed to be teaching, or any knowledge about what material to start with when I'll have real students sitting in my class on Thursday (it's Monday today), it doesn't matter how well-planned or effective the professional development, it's not going to be my focus.

The Update

I did get keys to my room today, managed to talk to one colleague who is teaching the same class for 5 to 10 minutes, and have a rough idea of where they start. I'm pretty sure I have enough information to make it through the first couple of days. By then I should be okay. But seriously...are they thinking when they plan professional development all. dern. day. for new hires?

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Signs of success

A snippet from a conversation I had with a student this morning:

Student: "This project is long."

Me: "That's why I gave you so many days in class to work on it. I wanted you to have time to make it excellent."

Student: "Yeah, but this project is taking longer than when we just used PowerPoint. Then we'd just put the information on the slide. Now we have to put it in to something. It's a lot harder."

If you haven't been following along, students are creating artifacts of their knowledge as their final exam (see previous posts). the student chose to create a textbook that covers all the information we've covered throughout the trimester.  I banned students from using PowerPoint since they were mainly just filling the slides up with text and totally missing the point of presentation software (they're not presenting, they're weren't creating graphic-based slides, etc.). That decision seems to have been a good one. I've seen many projects-in-progress that I'm sincerely excited to get a chance to look over, which hasn't always been the case in the past.

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As promised: Presentations Before and After

As promised in yesterday's post, I've posted my before and after presentations that I made to go over basic Earth structure with my Earth & Physical Science classes. I've already used the updated presentation, and the students seemed to enjoy it better than the overly bullet-pointed first version. You may not be able to follow the content without the narrative on the newly designed presentation, but that's somewhat the point, no?

There were several students that expressed regret at the demise of the bullet points. It's easier for them to just copy down exactly what it says (of course it is, they don't have to actually pay attention or comprehend to do that). How well they've been trained by their past experiences!

Before

[slideshare id=265122&doc=old-journey-to-the-center-of-the-earth-1202953941596173-3&w=500]

After

[slideshare id=265038&doc=journey-to-the-center-of-the-earth-12029484236194-4&w=500]

These presentation design upgrades seem to be all the rage. Since my last post I've found two new (to me) posts by edubloggers discussing (and even sharing) good design in presentations. And I thought I was ahead of the curve on this one...

Check them out:

I welcome your feedback on my presentations. I even look forward to constructive criticism!

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Design, presentations, and the power of the network

Dread! It all started with dread.

The last week or so, my classes have been covering material that I made PowerPoint slideshows for several years ago. While at the time, I put in lots of images and even embedded some video, I found myself dreading to give those presentations to my classes. I started pondering whether there wasn't a better way to utilize slideshows than what I was doing. I became discontent with my presentations

As if the heavens could hear me, wisdom rained down upon me.

Wisdom Bit #1: This fall, I happened upon Lawrence Lessig's talk on copyright at the TED conference. While the subject matter was interesting, I was enthralled (& engaged) by his simple use of visuals and high-contrast text. It made me want to go design my own presentation right then and there (it was a pretty busy time for me, so I didn't). As I became discontent with my presentations, my thoughts went back to his presentation.

Wisdom Bit #2: On a tip from Wes Fryer on his blog, I've subscribed to the Practical Principals podcast. In the first installment I was able to catch, Scott Elias discussed a presentation he gave on how to give engaging presentations. In the show notes, a link was provided to his presentation. I checked that out, and liked what I saw. The wheels were turning...

Wisdom Bit #3: Wes Fryer wrote a post discussing digital storytelling and dual-coding theory. Essentially, dual-coding theory states that when a speaker reads information off of a slide, very often the audience can become overwhelmed because there are two images to pay attention to (the speaker and the projected text). I found this very interesting, as I had previously been under the assumption that reading and projecting the text was helpful to students, as it provided both a visual and auditory pathway for the information. It's funny what information we believe that isn't really true.

Wisdom Bit #4: Clay Burell shared a presentation he gave and also wrote a bit on good design in presentations to boot. I especially liked his tip to include a "narrative thread" in presentations. It provides a something for people to grab onto, and combined with slides with relevant images (and very little text), people have to listen to hear the story.

Wisdom Bit #5: At the end of Clay's post, he provided a link to Dan Meyer's blog post on how to present. He pretty much reiterated what I had already heard and read from Scott, Wes, and Clay; but it was an excellently written post with great examples. I think what I took away most from this post was his statement: "If I can look at your slidedeck and determine the full content of your presentation, it's carrying too much information."

Direction! Finally, I had direction.

I think what struck me most about this process went far beyond my integration of a new and improved method. The online network that provided the wisdom is the big story here. Though no one whose wisdom was included in this post put their content online with the specific thought of helping me escape the doldrums of antiquated presentations, the simple task of accessing distant knowledge is pretty amazing in itself. The sources of my wisdom were located in California, Oklahoma, Colorado, Missouri, Korea, and California again. It was totally asynchronous, and exactly what I needed. I don't have a well-developed edtech network yet, but just because I can't tweet a question and get back 50 responses yet doesn't mean I can't take advantage of the network.

Yay, Network! Thanks, network. You're the best!

Stay tuned. I'll post my old presentation compared to the new one.

Photo credits: Medo/Fear by xaimex, BLESSINGS FROM THE SKY by dharmesh, Map and Compass by Inky Bob, and Be Positive by José Miguel Serrano