Hemingway~Helps Students Analyze their Writing

Hemingway is a free online tool that helps students analyze their writing. By simply pasting a passage or essay and "edit", the program highlights parts of student writing that use passive voice, adverbs, and overly complex sentences. It gives a count of how many sentences are included and out of those, how many of those could confuse readers without revision. I've done a similar activity using highlighter pens for students to identify patterns in their own writing. However, this program provides students immediate and easy to follow tips on how to improve trouble areas, making it an ideal learning tool for emerging writers.

Students often neglect or resist the revision part of the writing process. For their final essay this term, students were asked to copy their essays into Hemingway to check for readability. It was clear that all papers require a revision process. In the future, I'd like to use this tool for "virtual peer" editing.

Following Blogs for Reading Development

In my Reading Fundamentals class, low adult readers identified and followed blogs while practicing reading strategies taught in the classroom. This was a popular activity especially among the young students who tend to enjoy digital dialogue. Students completed a blog template each class for 2-3 blogs they followed including: summary, evaluation, and how the student would comment. Some students subscribed to blogs and posted their comments. This lesson weaves together Oregon Standards for Adult Learner and new GED requirements. The lesson is as follows.

Digital Tuesdays in Reading

What is a "blog"?

"Blog" is an abbreviated version of "weblog," which is a term used to describe web sites that maintain an ongoing chronicle of information. A blog features diary-type commentary and links to articles on other Web sites, usually presented as a list of entries in reverse chronological order. Blogs range from the personal to the political, and can focus on one narrow subject or a whole range of subjects.

Many blogs focus on a particular topic, such as web design, home staging, sports, or mobile technology. Some are more eclectic, presenting links to all types of other sites. And others are more like personal journals, presenting the author's daily life and thoughts.

Objectives: Digital Tuesdays will be a time for our class to explore digital literacy through blogs. Readers can improve their skills by following frequently following blogs they find interesting by learning about reading components including the main idea, supporting details, using strategies and building vocabulary.  In addition, In addition, digital literacy skills are particularly important in preparing students for the 2014 GED, college readiness and the 21^st century marketplace.  

Activities will vary throughout the term but the primary purpose is to select at least two blogs to follow and evaluate.

To get started: http://www.findingdulcinea.com/guides/Technology/Internet/Blogs.pg_01.html#01

Tips: Look for a topic of interest, something you would like to learn more about or something that you already have some familiarity with. Read on a variety of topics. 

Student Shared Interactive Online Resources to Improve Reading Comprehension

I started a weekly technology class for Reading Fundamentals, a lower reading level for adult learners, to prepare students for the new online GED, credit level classes and the 21^st Century Digital economy. Each week I offered new tools to explore while enhancing comprehension and vocabulary development. During the last Tuesday of the term, I asked students to search and online site to and share with the class. The purpose of the activity was to: 1) allow students practice searching for educational online tools; 2) find tools that meet their specific learning needs; and 3) compile resources to keep skills up over the summer break.

Students embraced this activity and found a plethora of tools. We then projected each site to share and interact as a group. The following sites were found to be the most popular:

http://voicethread.com/about/library/ (Neat feature: Has a video library with a wide range of topics.)

http://dynamo.dictionary.com/ (Range of academic levels, subject areas, test preparation and a writing coach program)

http://my.hrw.com/nsmedia/intgos/html/igo.htm (Graphic organizers to help brainstorm, organize and visualize ideas. Good organizers for readers.)

http://www.funbrain.com/brain/ReadingBrain/ReadingBrain.html (Variety of educational games including Mad Libs!)

http://www.aasd.k12.wi.us/staff/boldtkatherine/readingfun.htm (Good mix of grammar, punctuation, reading strategies/skills.)

http://www.vocabulary.com/ (Range of vocabulary development quizzes and practice.)

http://www.vocabularycoach.com/vocab_DefinitionFirst.aspx (Provides a variety of quiz styles to build vocabulary.)

http://www.sheppardsoftware.com/web_games_vocab.htm (Language Arts games primarily for younger readers.)

Blogging for Emerging Writers

Blogging is an authentic way to prepare students for the 21st Century Digital Economy while developing writing skills and building confidence for emerging writers. I have been reading up on the benefits of blogging in the classroom but wasn't sure if I had the time required to set up or monitor posts/comments. Because I committed to increasing the use of technology in the classroom, I decided to make it happen this term.

There are many resources online about the benefits of blogging including the advantages and disadvantages of different tools. (Here is a good resource to describe the benefits: Benefits of Classroom Blogs)I decided to select a site that would give me both management and privacy right options based on the demographics of my students.  Edublog provides a paid service that gives educators a wide range of options so I went with this service. Set up did take time since I decided to create each student's initial blog site including username, password and link. In addition, I had to set up the class blog which is what all student blogs connect back to, much like the mother ship. Once the blogs were set up, students could then individualize the sites by changing the background, design and text on their blogs. They learned how how to navigate between their dashboard (a very confusing concept for many) to view their blogs.

Each Tuesday students logged into their blogs and posted an essay about a controversial topic we discussed in class or a themed blog. The themed blogs were intriguing. For example, several of our students share an interest in cars. They posted their own reviews including pictures about a car of the week or a mechanical issue. Another student is a motorcycle fanatic. He posted about the do's and don'ts on the road including sub-culture norms and expectations. Otherwise, students were able to select a controversial prompt from their journals and go deeper into the topic. Students also visited and wrote comments on other blogs to keep the digital dialogue going. The blog is going away next week but you can check it here: https://effectivewritinglane.edublogs.org/

This is what I observed:

1) Confidence: Low writers fully embraced blogging. The spelling tools helped them feel confident. They were able to write about a topic of their own choice/expertise.
2) Engagement: It was difficult getting students out of the lab after class was out. Typically, my young group of students started to pack up 10 minutes early, but on blogging days, I couldn't get them to stop! They were that engaged.
3) Computer Literary: Students not comfortable with computers were at first frustrated with even having to create a blog but in the end, they built up their digital confidence and felt proud about the accomplishments.
4) Pride: Yes, pride...students felt proud of their blogs.
5) Ownership is another intrinsic value that came out of this project.
6) Immediate feedback: Students loved receiving immediate comments from me when they published a new post.

The benefits far outweigh the set up time and management components.

Here is a link to common themes since I needed to educate myself through this process as well:
http://www.freetech4teachers.com/2013/03/a-short-guide-to-terms-commonly-used-in.html#.U4ynrvmshcY

Using Cell Phones in the Classroom: Unsuccessfully!

Cell phones are a constant issue in educational settings. Even though it is clearly written in the syllabus and a campus wide policy that cell phones are considered a distraction, the use and often abuse of digital devices is an ongoing struggle. I've gone back and forth on how to address the fact that devices are almost like an extra appendage for many of our younger students. They simply cannot understand why it isn't appropriate to take and post selfies during a lesson. Asking them to stow devices deep into their backpacks is akin to cutting off their pinky finger.

As I continue to incorporate more technology into the learning environment, I decided to find ways to transform cell phones from personal use to an educational platform. One Digital Tuesday, the day I reserve  technology exploration, students paired up with smart phone owners to research educational apps and other tools. I demoed several examples and then teams were asked to explore the following free resources depending on the device: The Best Educational Apps (Android) through Edudemic and The 55 Best Free Education Apps For iPad through TeachThought.

Students were asked to review the descriptions of several apps with the option to download any apps that might be of interest. The groups were then asked to report back to the class with examples and recommendations of educational apps. I was looking forward to this lesson because it was an opportunity to infuse their interests (cell phones!) into the educational environment. However, the lesson did not flow as intended including lack of WiFi strength in the classroom, lack of interest in using devices for learning, and the disparity in technology between students.

While this particular lesson was not executed as planned, I am not giving up on using cell phones for educational purposes. It will depend on the activity as well as access to technology. In the future, we are hoping to receive COW access (Computer on Wheels) which I believe will be a better venue to explore apps. They can then opt to download the apps for their own use outside of class.

Quill: personalized and interactive grammar lesson for emerging writers

I am always on the look out for alternatives to traditional direct grammar instruction. In today's Effective Writing classes, students explored the web-based tool, Quill. The program provides a personalized and adaptive learning environment for students with engaging and relevant lessons. Students can be in control of their own learning by following the features or join the instructor's online classroom. The classroom gives instructors the option to plan and recommend lessons, track student scores and manage profiles. Did I mention this is a free tool!

Especially for emerging writers, revision is often and regularly resisted. Students find the revision process tedious and uninteresting. However, quill.org turns revision into a game. The passages are high interest and students are told how many errors they need to find, turning this into a search puzzle, while honing in their revision skills. Overall, quill is a great tool to get emerging writers engaged in the revision process. 

Presentation on Blogging to Faculty

Last week I presented on the benefits of blogging for emerging writers at our faculty staff meeting. (Stay tuned: At the end of this term, I will provide a summary evaluation of this project.) At the meeting, I discussed the process I took in selecting a blog site. Determining I would need a certain level of management and protection support, I decided to upgrade with Edublog, allowing me to have complete control over each student blog including posts and comments. In addition, I was able to enter each student dashboard to problem solve as needed. While it did take more set up time than I had intended to spend, in addition to a complicated log in process, the paid management benefits outweighed these disadvantages.

The best outcome, which I will discuss in a future blog, is the way students, especially struggling writers, engage with their and other student blogs. They were able to design and personalize the look of their blogs which would not have been possible if we had just one class blog. This gives them a sense of ownership. Tuesdays have been the only day in the week where I have to ask students to leave class because they are so engrossed in their blogs. If an instructor is looking to blog in class, there are free options. However, due to the demographics of my particular class, having management and authorization abilities made Edublog the right choice.

Rewordify.com: Where have you been all my teaching life?

I suspect this tool has been around for a while but having recently discovered Rewordify.com, I simple cannot get enough and neither can my reading students!

Rewordify allows students to enter complex text into a template. This can be copied in or typed. By clicking "rewordify text" the  passage is immediately rephrased into simpler terms. Students can adjust the level for the needs such as selecting familiar words to skip. In addition, key words and phrases are highlighted which not only helps with comprehension but also models highlighting skills. 

This is a free online software that does not require downloads or other installations so it is easily accessible to students from a variety devices. What I especially like is that this program was developed by a special education teacher and former computer programmer for the purpose of helping students read complex passages. Technology that focuses on students with diverse learning needs gets my thumbs up. 

There are many uses in the classroom and beyond. I had students look up essays from The Electric Typewriter and copy complex text into the template. They appreciated the simplified text and highlighting tool. They were then asked to re-read the complex text to gauge comprehension. 

This is a great tool for instructors who would like to know the level of a text as well. 

The Art of Zen Emailing

A few years ago, I was drowning in emails. As the director of a two county federal program, emails came fast and furious at all hours of the day requiring high y levels of action. Each morning, I started the day by opening my account while hyperventilating as the messages screamed at me for attention. In response, I set up a plethora of files but I still couldn't keep up. Something had to happen to save my sanity. About that time, I attended an educator's conference and I met with a woman who used the term "Zen Emailing". Just the concept intrigued me and I set off to find out more. 

Fast forward a few years and I have a nearly empty inbox and have maintained it that way since I learned how to take control. Zen emailing has increased my efficiency by giving me a set of guidelines while reducing my workload. My faculty colleagues expressed interest in reducing or managing emails and I offered to present on Zen Emailing. For the entire Powerpoint, shoot me an email. In sum, in addition to adding my own steps, I pulled from two resources GTD (Getting Things Done) and Zen Habits:

Tips from GTD

•Limit email processing times

•Take action

•Immediately add things to the calendar

•Keep emails short. Use Google Doc, for longer correspondence

•Quick to-do list adding using GroupWise planner tools.

•Keep only unread emails in inbox

•Bookmark or file to read later

•Filter ruthlessly

•Close email when done

Tips from Zen Habits

1.     Don’t check email first thing in the morning, or have it constantly on.

2.     When you check your email, dispose of each one, one at a time, right away. Is it junk or some forwarded email? Trash it immediately. 

3.     Is it a long email that you just need to read for information? File it in a Read folder. 

4.     If the email requires action, make a note of the action on your to-do or GTD lists to do later. 

5.     If you can respond to it in a minute or two, do so immediately.

6.     If you need to follow up on the email later, or are waiting for a response, note it on a Waiting For list.

7.     The author (Leo) has only one folder. I am working toward this goal. 

Image/Visual Online Vocabulary Tools

For low adult readers, vocabulary development is critical. To support diverse learning needs, a variety of strategies are required to increase comprehension and word meaning. In educational studies, many of the traditional methods of teaching vocabulary have not been successful at supporting this demographic due to the lack of linking new words to meaningful definitions and real life situations. This has prompted me to look into online services that readers can readily access and use regardless of computer literary level.

During my search for online word development supports, I learned about an online thesaurus and dictionary service called Learn Word Sense: http://wordsense.me/learn

When students enter a word, they are shown the definition(s) as well as the connections associated to that and similar words. In addition, students are provided with clear uses of the words in context.

The site is straightforward to use. I entered the word "animated" as an example and was given two clear uses in addition to a connection meanings:

http://wordsense.me/senses/animated/1

The beauty of this site is that it provides students with a simple way to make connections while enhancing comprehension and build vocabulary. Both skills are critical  for my developmental Reading/Writing levels. Give it a whirl!

On my search for more online visual vocabulary resources, I came across this golden nugget including five visual dictionaries and thesauri that can help students learn new vocabulary words by making word connections: Here is the link: Visual Word Resources.

Here is a quick description of each:

Got Brainy features two sections; Brainy Flix and Brainy Pics including short videos and pictures.
Snappy Words  is a free visual dictionary and thesaurus.
Image Dictionary is a Chrome extension that enables users to right-click on a word and quickly find an image that is representative of that word.
Word Sense is a neat little service that is one part dictionary and one part thesaurus. (This is what I initially reviewed about above.)
Visuwords uses a web design to show users the definitions of words and the connections between words.


I used these tools with students during our Digital Tuesday class and I asked for the feedback:

"Visuwords seemed really interesting once I learned how to use it."

"I thought the visuwords was helpful because it was clear when you types the word in the search box."

"I liked the wordsense. It was pretty useful and easy to use,. They others were a little confusing."

"Wordsense was most useful because it had all the answers I was looking for."

"I think wordsense was the most useful because it was a simple operation."

What I found is that with practice, students started to develop a keen interest in the different features at each site. They need a level of computer skills and comfort to gain the most out of the tools.