My Spring Break "Project" - QR Code Dice

Leading up to spring break, I was so looking forward to some time off.  I had so many things I needed to work on - conference presentations, applications, cleaning, errands, etc.  I kept telling myself I'd get it done over break.  Soon, my list was a mile long and now that I'm back at work, I only got about half way through it.  Well, maybe only a third of the way through it....  Spring break is always too short!

Work in Progress - Just need the sixth side "Mod Podged" on.

On the last day of school before spring break, I saw a tweet for a blog post called "Roll the Dice on QR Codes" by Krissy Venosdale.  Krissy made QR code dice which linked to six different Google presentation slides.  So with one die, you can change and edit the Google presentation at any time to change up the dice.  The uses for this are endless!  Check out her blog for more information and great ideas.

The examples Krissy listed seemed to be best suited for elementary school students.  But I can imagine using this in my high school science classroom in so many different ways.  I can use it as a unit review and have six different questions or topics for students to review.  The dice can be used to give out articles for students to read and then practice writing arguments with claims and evidence.  My students could use the dice to roll for assignment or project topics, and then get into a group with other students who rolled the same topic.  And the best part, once making the dice, you can use them for all these different activities.  After seeing this blog post, I knew I had another project that I had to get done over spring break!

First, I created six different Google Presentations.  But I didn't want students to see the entire presentation page when they scanned the QR code, I just wanted them to go straight to the presentation in "play" mode.  So I chose to publish the slideshow.

Then I needed to make the QR codes.  I used goo.gl to do this.

I was then able to paste the QR codes into a table on a Word doc.  I printed them out on cardstock, and then used Matte Mod Podge with a foam brush to adhere them to 1.5" wooden blocks.  The Mod Podge works really well to adhere and protect the paper so they can be used for years in the future.

Here's a video I found with instructions on how to use Mod Podge to adhere paper to wood.

I am so excited to use these with my students!  Thanks Krissy for sharing such a great idea!  I am sure there are a ton of creative uses for these QR blocks that I haven't even thought of.  If you have any cool ideas on how to use these with students, please share in the comments.

KQED Do Now and Common Core

This past school year I have been having my students participate in the monthly KQED Do Now Science twitter chats.   Do Now is a weekly online activity where students learn about current events through various media, such as videos, articles, and more.  A question is posed, and students then get a chance to discuss the topic using social media (twitter or responding to the KQED blog).  

This program is a great way for teachers to teach students Common Core skills with relevant and current issues.

The Do Now topics are not just science topics....  in addition to the monthly Science topics,  there are weekly Civics, Government & Politics topics, and Arts/Popular Culture topics twice a month.  

Do Now gives students a chance to engage and respond to current issues, learn science (or art, civics, politics, etc) content, and digital citizenship skills while they explore ways to connect topics in their classes to the present day. 

I have found that having students participate in this program is a great way to:

1. Have students learn about current events
• Each week, KQED picks topics that are in the news.  Students have already heard about many of the topics, but don't know what is going on.
2. Make what we are learning in class relevant to student lives
• Many of the science current events link to things we have or will be studying in class.  So this is a great way for students to see how what we are learning really is important, and they must understand it because they will see it again outside of school.
3. Learn digital citizenship
• Students put some crazy things out on social media.  Their future employers and colleges will see this.  Through this program, I am able to teach my students how to use social media for learning, and help them develop a positive digital footprint.  KQED even has some instructions for teachers and students.
4. Communicate with others
• Students are interacting with their classmates and other students participating in the Do Now conversation on twitter and/or the KQED blog.  They must "listen" to what the others are "saying" (posting), create thoughtful responses, and engage in conversation.  
5. Practice writing arguments (claims, evidence, and justification)
   
• When I have students read and watch the Do Now media, I have them take notes on the topic. They then answer the question by making a claim, supporting it with evidence, and writing out their justification.  They write this out on a argumentation graphic organizer.  (My students have practiced this many times with other science problems. Read my previous blog post for more information and examples.)  Then, they must consolidate their answer into a concise 140 character tweet.  
6. Create and publish content, and share it with a world wide audience
• Many times students can't share their entire argument in 140 characters.  I encourage them to share their entire claim as a image in their tweet.  They also may make memes, short videos, or other content that they share in the Do Now online conversation.  KQED has some great resources to show students how to do this on their webpage.

Past Do Nows have included some of these great topics:

• Malaysian Airlines flight 370
• Minimum Wage
• Selfies
• Nature vs. Nurture
• Genetic Engineering
• Ukrainians Ousting  Democratically Elected Leader

Common Core State Standards
Another great thing about having students participate in KQED's Do Now program is that it addresses a huge amount of the Common Core State Standards.  I looked through the History/Social Studies, Science & Technical Subjects Literacy and Writing standards and found that most of the standards can be addressed by participating. Here are the ones that can be met by the Do Now program:

CCSS.ELA-LITERACY.RST.9-10.1

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

CCSS.ELA-LITERACY.RST.9-10.2

Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

CCSS.ELA-LITERACY.RST.9-10.5
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

CCSS.ELA-LITERACY.RST.9-10.6
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

CCSS.ELA-LITERACY.RST.9-10.7
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CCSS.ELA-LITERACY.RST.9-10.8
Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.

CCSS.ELA-LITERACY.RST.9-10.9

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

CCSS.ELA-LITERACY.WHST.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.WHST.9-10.1.B
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

CCSS.ELA-LITERACY.WHST.9-10.1.E
Provide a concluding statement or section that follows from or supports the argument presented.

CCSS.ELA-LITERACY.WHST.9-10.2.A
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.WHST.9-10.2.D
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

CCSS.ELA-LITERACY.WHST.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.WHST.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-LITERACY.WHST.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.WHST.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-LITERACY.WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.

How to Use in Your Classroom (Tips)

• Have students sign up for Twitter at home.  When multiple students all sign up at the same time from one campus, Twitter thinks your are not a real person.  Here are my instructions I gave my students to sign up on their own.
• The first time I gave students a Do Now assignment, I gave them an entire 50 minute period to go through the materials on the webpage, take notes, and write out their argument.  The next day, I gave them time to write out their 140 character post(s).  I also had to show them how to tweet and what must go in the tweet (hashtag, @kqededspace, etc.)  Then they spent the rest of the period posting their tweets, responding to tweets, and retweeting.  (The next time around, I was able to spend just one period on the assignment.)
• Students loved seeing all the tweets come in.  On iPads, it is a little harder to keep up with the tweets while following the hashtag.  It doesn't seem to update as often as on a webpage.  So I opened up and ran Visible Tweets which I projected for the class.  They loved having their tweets pop up on the board.
• After doing Do Now a few times, students did not converse with each other as often as I liked.  So I started doing a twitter chat where I posted questions which they had to respond to throughout the period.  That helped them start to communicate and collaborate with each other.  I posted questions as "Q1:  with the question following", and they had to answer "A1:  with their answer".
• My next goal is to pair up with other classes so they can communicate in a chat at the same time (rather than seeing tweets from other students later in the day or the next day).
• Have fun!  The topics may not fit into your curriculum perfectly.  Many times I have not yet covered a the current topic in my content, but I still think it fosters valuable critical thinking, argumentation, and digital literacy skills.

Scientific Argumentation - Incorporating CCSS into my Biology Class

One of the CCSS standards for Literacy in History/Social Studies, Science, & Technical Subjects stresses argumentation as a key idea.  "Central to the process of engaging in scientific thought or engineering practices is the notion that what will emerge is backed up by rigorous argument. Writing Standard 1 places argumentation at the heart of the CCSS for science and technology subjects, stressing the importance of logical reasoning, relevant evidence, and credible sources."  -NGSS Appendix M 

I have always wanted my students to be able to better analyze graphs, data, and the outcomes of their labs.  Many times students look at a chart or graph, they have no idea what it means.  They don't really look at all of the provided information or connect it to what we are learning in class.  Students are so used to be spoon fed the information that they need to know, that they don't do have the critical thinking skills that they need to really process information.

With the implementation of CCSS, I now feel that I can justify spending the time to really work on practicing these skills with my students.  

This summer, I purchased the NSTA book Scientific Argumentation in Biology.  This book is written using the NGSS Frameworks and CCSS.  It contains 30 activities to practice writing arguments.  It teaches students how to write claims, back them up with evidence, and provide justification that relates to the data and topics in science.  Some of the activities are based on articles, pictures, graphs, and data tables, and others have students conducting labs and analyzing the results.  It also goes over counterclaims, and using evidence from multiple sources.  Students work in groups and make a chart containing the parts of their argument on a whiteboard.  Students then present their arguments to other groups to get feedback and develop a stronger argument.  I plan on using many of the activities from this book in my class this year.

I led a professional development for teachers in my district in August and shared an activity from this book.  One of the teachers from my school later shared that he used this whiteboarding argumentation process with students to analyze the data that they collected from their labs.  I hadn't thought of using this argumentation strategy with lab conclusions and I was just about to finish my first inquiry lab with my students, so I decided to try it out. 

First, I taught my students how to write an argument which included a claim, backed up with evidence, and then provide justification.  Next, students practiced by creating a whiteboard with their argument  using the "Mystery Footprints" activity.  The next day, they completed the same activity on their whiteboards using their lab data.  They wrote out their arguments and then visited other group's whiteboards to provide feedback and ask questions about other groups arguments.   Students really were able to analyze the data they collected from their lab and came up with much better lab conclusions than in the past. 

Argumentation Whiteboarding Chart Layout

There are many more uses for scientific argumentation than analyzing data and labs.  My class is participating in the KQED Do Now STEM twitter program.  Each month there is a new Science topic, where a question about a current science issue is posed.  There are resources such as readings and videos for students to learn some background information, then they participate in an online conversation through twitter with students across the country.  As students read the provided background information and watched the video clips, I had students write their own arguments.  They used the same format as we used when writing their arguments from their lab data.  Then, when they were ready, they tweeted their arguments.  But they had to be concise, as they only had 140 characters to tweet with.  This helped the students really refine their arguments.

I am very excited about using this strategy in my class for the rest of the year.  It allows students to collaborate, critically  think, and clearly communicate their ideas.  It is making my students better observers and they are starting to make many more connections between what we are learning and real life examples of the content.  I highly recommend the Scientific Argumentation book.  I have even used this process with my AVID students as they analyzed a reading from a history text.  I think this whiteboarding strategy would work for any subject area.

CCSS Writing Standard 1 for Literacy in History/Social Studies, Science, & Technical Subjects 

• CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
• CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
• CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
• CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
• CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented.

Common Core Tip Using Google Advanced Search: Reading Level

As my school is switching over to Common Core (and NGSS), I am trying to find more resources to integrate more texts and articles into my biology course.  I want students to learn the skills of analyzing science writing (CCSS.ELA-Literacy.RST.9-10.1), finding the central ideas of a text, (CCSS.ELA-Literacy.RST.9-10.2) , and analyzing the author's purpose (CCSS.ELA-Literacy.RST.9-10.6).  

When searching online, there are lots of sources of scientific writing.  However, many are too advanced for high school students to read.  I want to find challenging articles, but at a level that my students could work with.

Using an Advanced Google Search tip can help teachers find writings and articles. Google allows you to sort through your searches by reading level.  Here's how.

How To

1.  Go to the the google search page.  (Rosalind Franklin is the Google Doodle today!)

2.  Type in what you are searching for.

3.  Click on the Settings Tab on the right of your screen.  Choose "Advanced Search". 

4.  Scroll to almost the bottom of the page, to "Reading Level".

5.  Choose annotate results with reading levels.  This will give you a list of all results, with each one labeled with the reading level.  

6.  You can also sort by reading level by clicking on the reading level near the top of the search.

Student Motivation and TED Talks Education

I teach high school biology and AVID.  AVID stands for Advancement Via Individual Determination and it is a course that prepares students in the academic middle to be eligible and ready for a four year college.  Many times the students come from families where no one has gone to a four year college or the student may come from a disadvantaged background.  AVID helps prepare these students for college by providing study skills, mentoring, tutoring, and support.  Here is some great info and an overview of the AVID program.

I just finished up my 9th year teaching AVID. It is fun to teach, I can be a little more creative in this class because there aren't state standards like their are in biology.   I can create fun lessons, such as incorporate games to learn vocab or come up with exciting team building activities.   Another benefit of AVID is I get to really know my students well, as I am their AVID teacher for their entire high school career.  I get to see them come in as freshmen, many times shy and uncertain of who they are, and watch them grow to be confident seniors, heading off to college.

Even though I enjoy teaching AVID, AVID is a tough class to teach.  Students must choose to be in the program, but many times they are in AVID, not because they want to, but because their parents want them in it.  If a student does not have that motivation and desire to be in AVID, they are not going to do the work.  AVID is not a magic wand - just because a student is in the program, does not mean they will be successful in their classes.  The students have to have that determination, and be willing to follow through with the assignments I give them, to be successful.  If a student is failing a core class, with a grade of a D or an F, I require them to attend study halls.  The purpose of the study halls is for students to spend time working with their teachers improving their grades.  However, many times the students believe that this is a punishment.  They do not see this as way to get the help and support they need.  It is really hard to get the AVID students, especially when they are freshmen, to see and understand that the curriculum and requirements I provide them will actually benefit them.  The future is so far away to them, that they don't always listen to the advice I give.     

Principal talking to students about importance
of AVID and ending with a group hug.

This year it has been tough with the freshmen.  Many students have been failing some of their core classes.  They haven't been taking their Cornell Notes (an AVID requirement), turning in their Progress reports (another requirement) or completing their study halls.  I have brought in older AVID students, AVID graduates who are now in college, their guidance counselor, and even our principal to talk to them and hopefully motivate them and see that what they are required to do in AVID is actually a benefit and a privilege.  It seems to help motivate the freshmen for a day or two, but then there isn't a change in their behaviors.   I know that my freshmen class sounds very unmotivated to you, the reader, right about now.  I do have some amazing students in my class.  Most of them are actually doing very well and I am so proud of their accomplishments.  But when there are more than a few students that aren't doing well, it seems like the WHOLE class isn't.  I want to find ways to help them.


In May, the TED Talks Education special aired.  I was immediately inspired, and knew that it might help give some perspective to my AVID students.  There were nine presenters, including educators, students, and others with a strong interest in education.  They spoke about the problem of students dropping out of school, and ideas of how to keep students interested in school.  I think the program was aimed at educators as the viewing audience, not necessarily students.  But I knew that I wanted my students to watch this.

As part of my AVID freshmen's final exam, they participated in a Socratic Seminar.  (A socratic seminar is a type of discussion where students ask higher level questions and try to get a deeper level of understanding about a topic.)  I provided my students with a packet to take notes, and showed them the hour long show in class.  Students took notes, wrote a reflection, and came up with leveled questions that they could ask during the seminar.

This was the most amazing seminar I have seen during my nine years of teaching AVID.  I hated having to stop the students, but we just didn't have enough time.  The students were engaged and came up with some really great thoughts about education.  Many are ideas that I have been thinking about over the last semester, and it was amazing to hear the students really reflect on how they learn, the importance of learning as opposed to just getting a grade, etc.  Here are some key thoughts that they shared.  The student thoughts from the seminar are in blue, my reflections on this are in green.

• Students should take the time to reflect on their learning.  It will help you plan for the future.  And that is what will bring you the motivation.  My thoughts:  I always have students write a reflection at the end of the unit.  However, many times it seems forced and the students don't really think about their learning.  I need to find a way to really have them reflect.  Maybe give more class time, or have them write it in a blog.  I had my students start blogging at the end of the year, and with others reading their blogs, their work was better.  I think I will have students start blogging and reflecting about their learning starting at the beginning of the year.
• Grades should represent what you know and have learned.  You can get an A two ways, you can cheat/copy or you actually can learn.  Grades should be more than just a letter, it should represent what you have actually learned.  Students want/prefer feedback because it can help you improve, not just a letter grade.  My thoughts:  It was amazing to hear that the students preferred feedback, and letter grades didn't always show what they had learned.  I have been contemplating switching over to a standards based grading system.  I think that many students might have a hard time with this, but I think it would benefit the students.  Many students and parents, still want to see that A.  But I want my students to really think about what they are learning and mastering, as opposed to just getting a grade.
• Parents intend to motivate their students, but a lot of times it causes too much stress.  My thoughts:  parents want their children to succeed and go to a four year college.  But in the 12 years I have been teaching, I have seen a huge increase in the number of students taking multiple AP classes.  Not because they are interested in the subject, but because it looks good on college applications.  Parents are pushing their students to do so much, and students are not being kids anymore.  I don't know if there is anything that I can do about this in my class.... I try not to give too much homework, or any at all.  I try to make my curriculum engaging, so students have fun in my class, and want to learn.  
• Students need to want to do well.  The student needs to take control and responsibility of their learning.  My thoughts:  This is where I am having a hard time.  How do I get my few students who aren't engaged, who aren't intrinsically motivated, to take control?   I can assign study halls, call home, have conversations with the students, etc.  But I can't force them to take control.  The student tells me that they want to succeed, that they want to go to college.  I tell them the steps they need to take.  But how do I get them to take those steps?  I think spending more time reflecting on their learning might help.  We'll see how this school year goes! :)

I think that providing the time for students to really look at the importance of education and think about what their goals are is key.  I have my students reflect on their grades and learning often in class, and they don't always take it seriously.  This time they did.  The difference seems to be the time to discuss it with their peers.  I think I will plan activities like this more often, and I hope it helps.  I look forward to starting sophomore year with my AVID students and also incorporating more discussions about learning in both my AVID and biology classes next year.

Digital Science Notebooks using iPads: Google Drive/Blogger vs. Evernote?

My students had been using a class set of iPads for a semester last school year.  Many times, students would ask, "Why are we still using paper?"  My goal for this school year is to  become a paperless (or near paperless) classroom.  I don't think I can do this 100% just yet, some students don't have an easy time accessing technology outside of my class, so I have to provide paper instructions, but I want to head in that direction.  

For the last few months I have been thinking about how I can have my students keep a digital science notebook.  Ideally, it would include class notes (from their watching of flip class videos I have created), lab reports, analysis of reading and current events, and reflections on what they are learning.  (I have had them keep a spiral notebook containing all of this in the past.)

Last year, I had students use Google Drive, Blogger, and Schoology for a lot of their work.  Students would write papers in google docs, then submit them to Schoology for me to grade, or post the work on their blog.  Sometimes they would share their google docs with me when I used the scripts Autocrat or Doctopus.  If students wrote something by hand, they would take a photo of it in google drive, then submit it to Schoology.   So I wasn't really collecting anything on paper, but I was still giving them handouts with instructions.   In addition, many times students were still doing their work on paper.  (I gave my students the option on how to complete their assignments.  Some students still did not feel comfortable creating and doing all assignments on the iPads, so they always had the choice to create things on paper.)

I really liked using Schoology to collect all the assignments.  I could give students feedback, they could resubmit their work, and there was no way for me to loose a paper or for the student to say "I swear I turned it in" because everything is timestamped when submitted online.  I could also assign grades in Schoology and I could grade assignments anywhere.  Schoology also lets my students have structured online conversations, and it is great for exams.  My students can take multiple choice, fill in the blank, as well as essay type exams.  It was easy for me to grade the exams, and I didn't have to carry around stacks of essays to read, it was all online.

This year, I want to utilize the digital science notebook a little more. I want it to be a portfolio of their best work.  When students turn things in using Schoology, they have access to all of their assignments, but it isn't as easy as flipping through a notebook.  I want students to have everything in one spot which is easily accessible.  I want my students to reference their work and not just forget it is there.  So I have been looking at using Evernote for this or utilizing Google Drive a little differently where students can post links to their work with reflections on a blog.  

Here are some comparison from my research.

Using iPads	Pros	Cons
Evernote	·      Just one app to use ·      Searchable (can search for typed and handwritten text) ·      Can take photos from within app and record audio	·      Students can’t share folder (Teacher has a premium acct and shares w/ each student, but students can’t share or collaborate w/ others) ·     I could get a business account for my students, but it costs about $30/student/year.
Google Drive & Blogger	·      Students can share with others to collaborate and comment ·      Blog is public to the world.  When students publish on the web where the world can see, they tend to take their work more seriously. ·      Students can easily add youtube videos which they have created in iMovie or Explain Everything to their blog.	·      Have to use multiple programs (Drive app – only allows docs and spreadsheet, drive on browser using desktop view – allows you to add pics and additional things than the app, blogger app – most reliable to use when on the iPad, blogger on browser – to create an account) ·      Documents can’t be searched like Evernote ·     Using the Drive app, students can only share docs with an email, they can't get the link to share and post the link.

At this point, I am thinking I like the ease of using Evernote on the iPads.  I love that everything (taking pics and recording audio) can be done right in the app.  But I really want the students to be able to collaborate and share with a larger audience.  So even though it will require a few more steps in some cases, I think I am going to have my students set up blogs and continue to use Google Drive.

I will still be able to have students turn in some assignments using Schoology, but I can have   important assignments shared on their blogs.  I want to try to minimize the number of apps/tech I use.  I don't want to overwhelm my students.  However, I think that the blogs will allow my students to share and get feedback from peers and others across the world.

If you have any experience with this, or suggestions, ideas, etc. please share with me.  I am still not entirely convinced I have made the best decision, and wold love feedback.

Using Scrible to Teach Common Core Reading, Researching, Collaborating, and Publishing

The Common Core Standards have been approved by 47 of the 50 United States.  Here in California, many schools have piloted programs incorporating the new CCSS, while others are still learning about how the new standards will impact their teaching practices.  I personally still have a lot to learn about the Common Core State Standards, but I am excited to be able to help prepare my biology students to be better scientific writers and to be able to understand and decipher arguments, claims and evidence from scientific papers, labs, and writings.  Scientific literacy has always been a strong interest of mine, and the CCSS strongly supports incorporating this in my classroom.

Today I was able to attend Connect U, North Bay CUE's annual conference.  I learned a lot about google spreadsheets, vlookups and pivot tables (which I am so excited about, thanks to Alice Keeler!), but also was introduced to my new favorite web tool, scrible.com.  

Scrible.com is a free site which allows students to annotate web resources, write notes, analyze what they read, get citations, collaborate with others, and then write and publish their work.  I have included some of the 9th and 10th grade reading and writing standards at the bottom of this blog post.  These standards need to be taught not just in English, but history and science courses as well. I believe that Scrible can be used as a tool to facilitate meeting these standards in each subject area.  

Here is a sample of a webpage I annotated using Scrible.com.  (Click on the link to see what the entire document looks like, this pic below is just a small portion.)

Annotations using Scrible.com.  These can be shared with others,
and multiple people can edit or annotate the document.

While Scrible doesn't find articles for students, or teach them how to find and analyze the important information or arguments within them, Scrible provides the tools necessary for students to annotate, summarize, and work with the text.  Scrible is an amazing tool because it makes the whole process of reading, researching, and writing easier.  All the annotations and notes that the students take are saved in the cloud, can be shared with others, and then incorporated into the final report/writing.  Scrible is a powerful tool that all students should be using in all of their classes to meet Common Core Standards.

Bibliography created using webpages annotated and saved in your Scrible library.

Students can write reports using notes they took, quotes they highlighted,
and add the bibliography info to the bottom of the document.

I wish that I would have had this tool when I was in college (and high school!).  I hated having all those note cards, figuring out how to format a bibliography, and carrying everything around.  Scrible.com is one of the best tech tools I have seen to help students become college ready.  Today I sent a note out to all of my AVID Class of 2012 grads who are finishing their first year of college, and many have signed up for Scrible.

Scrible can be used on any computer as well as on the iPad using the Safari Browser.  (Not all Scrible features are available on the iPad and I found it a little challenging to use on the device.  Scrible will be working on updates and a native app for the iPad in the future.)

Here is a video which shows how to sign up for Scrible and how to use it.   Right now, Scrible is in beta form, but the developers are very responsive to questions and feedback.  Try it out!  I am sure you and your students will love it!   Use this link to sign up for your free account & a storage upgrade:  Scrible.



Click here for a tour of Scrible.  Click here for a demo where you can play around with it before you sign up.  (But you will love it and sign up anyways!)



CCSS:  English Language Arts Standards

• CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
• CCSS.ELA-Literacy.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
• CCSS.ELA-Literacy.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

• CCSS.ELA-Literacy.RST.9-10.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
• CCSS.ELA-Literacy.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

• CCSS.ELA-Literacy.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
• CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
• CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
• CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
• CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
• CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.