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Do you ever have grand ideas for a project and then step back from your incredibly elaborate ideas and think to yourself, "how in the heck am I going to pull this off?" 

OR! 

Have you ever continued with the incredibly elaborate project idea.... and then when you're in the thick of it you think, "Oh crud. How are we are going to pull this off?"

Luckily, this was one of those times were I took the advice of my co-collaboraters and we took the project down just a smidgen and it's been in-cred-ible. 

Instead of attempting to manage a full fledged newsroom, we decided to have our classes create original "Opinion Talk Shows".  Our writing focus for this quarter is opinion writing, so what better way to share our opinions than to write it AND share it on YouTube?

To kick off the project, we decided as a class to name our show, "Robertson Rivals". Each week, one small group gets the opportunity to take one of their published opinion pieces and transform it into a script for a talk show. 

Behind the Scenes

Small groups collaborate through Google Slides to write their script and decide on specific "parts" for the talk show. 

Our inspiration for opinion topics come from Scholastic News Magazines. Our more popular debates have been...

Should participation count as a grade?

Does everyone deserve a trophy?

Should students have homework over breaks?

Should schools make up snow days on Saturdays?

We invite YOU and your students to subscribe to our YouTube channel and weigh in on these topics. My students love watching the "views" number spike and hearing feedback from other kids (some even in our building) about their talk show!

Watch Out Discovery Channel! We're Space Experts!

Let me start by saying, this was one of those projects where I wasn't really sure what was going to happen. I knew what standards I was teaching and gave each of my students a solid rubric - but from there I was anxious to see the direction it went. I can honestly say I learned a valuable lesson about trust and being willing to try - even when you think it may be too much to handle.  I was so amazed by what the students created together. It was a swift reminder that I don't always have to be in control of every little detail. Hop over to our YouTube channel to see what I mean. 

Now, let's get down to business. Who can get me in touch with Discovery Channel so we can start broadcasting our knowledge of the universe? Email me. :)

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This project was broken into three different phases. Overall, it took us about 5 days total (or five class periods of 50-min each). The last day was more of a catch up/clean up/submit to YouTube. 

First, we broke out to in expert groups based on interest. Students were able to choose if they wanted to research the Sun, Moon, or Earth. On Google Classroom, I provided a "research guide" with specific questions about the Sun, Moon, or Earth (depending on their topic of research). I tailored the questions to our specific standards to ensure students were researching the appropriate facts. Plus, I provided specific links because I didn't want my students to get lost in the world wide web - it can happen you know!

The next step was to create informative movie clips about their respective topic. You can view those on Google Drive here. This is where the fun began! Students collaborated in their expert groups with a partner to develop a script for their movie clip. They were informed their movie clip would be used in a collaborative iMovie in the following days. In our school Maker Space, we have a green screen available - so we decided to do some filming in outer space thanks to the DoInk app!

Once partners had filmed a movie clip, they AirDropped it to their partner. The final step of the project was to form a collaborative group with one Moon expert, one Sun expert, and one Earth expert. From there, students put all of their movie clips together and began the editing process. Students had access to their rubric/checklist via Google Docs at all times. Prior to each class, we would review the rubric to remind students of what was expected for the video. You can check out the rubric here. 

Today, students were quite giddy when they heard their videos were officially published to YouTube (with parent permission!).  They were so excited to go home and subscribe to our classroom YouTube Channel. 

Photographing our Morning Procedure

Tuesday of this week began my SIXTH year of teaching! As each new year approaches, I find myself slightly changing our back to school routine. I imagine I'm not the only one who changes their plans from day-to-day and year-to-year. :)

One very important procedure we have to have down is our morning procedure.  Students begin coming into our room at 7:50 and we are out the door for specials by 8:12! Students have to check in, write assignments, get unpacked, etc. etc. There's a lot to do in that short period of time!

Last year, I wrote about using the "My Job, Your Job, Our Job" model to create our morning procedure. It worked wonderfully - my kids loved it. They knew the routine very well. 

This year, I decided to switch things up a bit. My kids were eager to start using our classroom iPads and I felt the morning routine would be the perfect opportunity to start. 

I grouped students by birthday (original, I know!) and asked them to take photographs of their morning responsibilities. This would include using the restroom (no bathroom pics please!, writing assignments, sharpening pencils, etc. 

After a quick tutorial on taking pictures, I sent the students on their merry way. 

This lesson also provided an opportunity for me to teach students more about our Connected Classroom. Using the Apple TV, I was able to demonstrate the "AirPlay" function and how to "AirDrop" images from one device to another. 

Once students had taken photographs around the room, we gathered together on the carpet and shared our ideas. While students were sharing, I assumed the role as the "Note Taker" and told students I would collect all of their information in a fancy document. 

Honestly, they thought of things I didn't even think of! 

It was a great way to incorporate technology into an often "boring" part of the back to school routine. 

Tell me... how do you teach routines in the classroom?

Why Do I Tweet?

Venspired

I've been a member of the Twitter community since the summer of 2009. I was in college and my roommates and I jumped on the Twitter bandwagon and spent waaay too long one afternoon thinking of clever usernames. Luckily for me, a sweet friend had nicknamed me "Furnelly" and I felt like it would be the perfect Twitter handle for my new social media adventure. 

Speaking of which... hey Lauren, I'll need a new handle soon! Get to thinkin', sister!

Now, if you were to back channel through my tweets and read what I was up to from 2009-2011... you would be unimpressed. We'll just jump ahead to when I found the true value of Twitter as an educator. 

Before I continue I must confess: my Twitter feed is a random collection of all things related to my life. I choose to have my Twitter be a reflection of my personality and my thoughts - even if they are strange and rather goofy at times. 

Exhibit A:

Looking at the forecast makes me think of @Oprah saying, "YOU get outdoor recess! YOU get outdoor recess! YOU TOO! Outdoor recess!"
— Jordon (@furnelly) March 9, 2015

I tweet about my favorite TV shows, what's happening in room 52, what my dog's internal thoughts are, and I share anything and everything I feel someone else can find to be relevant to their life. That's the great thing about Twitter - you control who you follow. You control what information is flooding your timeline. If you're a big fan of March Madness... then your timeline probably looks much different than mine right now. Mine is flooding with Scandal tweets and Edchats.  

Back to my question - Why do I Tweet?

For me, I tweet to be connected. I tweet to find out what other great teachers are doing so I can do those things too. I tweet to share great ideas with MY teacher friends. I tweet to learn new teaching strategies and new trends in education. I tweet to find out answers to things I just can't figure out. I tweet for the professional development in my sweatpants.  I tweet to catch up on my favorite celebrities and live vicariously through the lives of my favorite Housewives. I tweet to find out how I can be a better teacher, better person, and more encouraging educator. I tweet to learn how other teachers are enriching their curriculum with technology. I tweet to share what incredible things people in my world at Osage are doing. I tweet to share what we are experimenting with in room 52.  I tweet to show people that kids really do say the dardnest things.

Student, "I hope it someone's birthday today because I'm prepared." Me, "oh really?" Student, "I brought my kazoo just in case."
— Jordon (@furnelly) January 15, 2015

I've found there is always someone willing to share their expertise on Twitter. Whether it's about removing wallpaper in the house we just bought, where to eat in New Orleans, a new recipe I must try, or how to navigate through the app Explain Everything for the first time. Strangers - fellow Tweeters - are willing and ready to offer their assistance in 140 characters or less. 

I tweet to bring the world outside of Osage into my classroom. Last year, my classroom connected with five different classrooms around the country through Skype. All of this happened through a simple hashtag #MysterySkype. From there, my kids were video chatting with students in New Jersey, Texas, and California to name a few. I tweet to bring authors and writers into my classroom without making a formal field trip. I tweet to show my students how it's possible to communicate with astronauts living on the International Space Station.

Welp, those are my two cents on the Twitter bandwagon. If you've been thinking about jumping on board, maybe this is the little inspiration to get started. Good luck!


You can find me @furnelly (you've been warned about my Twitter feed....)!

"Simple as That" Project Meets the iPad in 2015

If you've been an avid follower of my blog for years, then you may remember my post in February of 2012 about our simple machines project. 

For the record, if you really have been reading my blog for that long.... I'm sending you a virtual hug right now. 

Now...hop in your time machine and flashback to 2012. 

Using the six computers in my classroom and Publisher my students created advertisements for Wal-Mart selling simple machines that had been disguised as common household products. Read more about the logistics and requirements for the projects ---> here. 

As the technology in my classroom has changed this project has evolved. Because of our iPads, we were able to do the same project this year... except we gave it major facelift and upgraded to Explain Everything! 

To begin the project, I handed out the project description and checklist. After we discussed what Wal-Mart would be looking for in the ads, I asked my students if THEY could be the teacher this time. Of course, students were more than willing to grade my work. :) While my 30-second ad played, students were checking off things I had included. 

For your viewing enjoyment, "Furnelly's Forks & Company":

I was slightly weary of showing an example to my students. I didn't want to stifle their creativity. However, I really think the example helped get my students in the right direction. The example was a great way to demonstrate my expectations for the project. I was also able to demonstrate how to get your point across - and stay focused - in about 30 seconds. 

Tomorrow we'll be uploading our projects to Dropbox and viewing the advertisements in class. Hmm.. I wonder if Wal-Mart will pick any of our products? :)

Part 2: Create an Interactive Timeline

We are deep in our Historical Fiction unit and my kids are loving every minute of it! Read how I got them hooked on the unit here. 

Once students were able to pinpoint their historical event, I introduced the next phase of our project. They were to create an interactive timeline with QR codes. Using a QR reader app (which is free!) students were able to not only scan QR codes, but can also create a code from text, websites, or maps. 

In this picture you can see one of my students creating a QR code with text about the Hurricane Katrina and the novel, Ninth Ward. As a class we made a list of "must haves" for our codes and went to work. 

Soon enough, our timeline began to take shape in the hallway. We had a great conversation on the sequential order of events and it was one of those "ah-ha" moments when kids started to realize the huge gaps between some of these events. 

Then, once our fellow 5th grade added their codes and labels, I gave my students time to scan and learn about different time periods. Once students had watched or read what other students put in their QR code, I encouraged students to write positive feedback on a post-it note for their peer. 

Our interactive QR code timeline has come to life! Students are scanning codes and learning about historical events. pic.twitter.com/EhVlX9wBvc
— Jordon (@furnelly) February 9, 2015

Next, I'll share our final project bringing our entire Historical Fiction unit together. Until then, have you used QR codes as a teaching tool? Share with me how you've used them in your classroom!

Part 1: Getting 'em Hooked on Historical Fiction

Happy February teachers! We, here in the Midwest, are experiencing unusually warm temperatures this weekend and I'm beginning to think it's Spring. So... I'm wearing shorts today, but tomorrow I have to wear socks and long pants again? Hmm.. I'm confused.

Source

Now, enough of the weather talk! During our reading block, we are rockin' and rollin' with our historical fiction book clubs. A few years ago, I posted about my first try with historical fiction + Dear America + Prezi. You can read about that unit here.  This year, with help and collaboration with a fellow 5th grade teacher we gave our historical fiction unit a HUGE boost. 

Let me start from the beginning....

This quarter, we are focusing on students reading informational text (specially RI 5.3.. anyone else struggle with this standard? Whew - it's a big one!) While brainstorming how to tie in this standard to our instruction, my colleague and I thought this was a great opportunity to start book clubs for the quarter. Using historical fiction books during our informational text unit gave us an opportunity to bridge together informational text and fictional reading. The overarching goal of the book clubs is for the students to analyze how an author uses fictional details to tell a "true" historical story. Throughout the study, students are actively researching the time period (reading information text) and actively engaged in a book club of their choice. Emphasis on the word choice. 

Last week, I started gathering multiple copies of historical fiction chapter books. The piles started to grow around my classroom and the questions started to flood in...

"Ms. Furnell, why are those books in a pile right there?

"Are we starting book clubs again?"

"Can I read this book?"

"When do we get to read these books?"

....You get the idea.  

Finally, it was time to introduce our book clubs. I placed stacks of books around the room and instructed my class to walk around the room and read the backs of as many books as they could. Eventually, students started to gravitate towards the books they really wanted to read and some even starting claiming them before time was up! Once everyone had enough time to read through several books, small reading groups began to form around the room. Sure, some of them came together because their BFF was reading the book... but the majority of my groups were formed by a shared interest in the subject matter (SCORE!) 

Within seconds of groups forming, students were finding cozy spots around the room and reading immediately. A teacher's dream! I am 100% confident in saying that I know the enthusiasm for this project has so much to do with their choice in the book selection and partners. It's a risky gamble as a teacher to loosen the reigns and let kids make their choices but for this unit it's paying off big time. 

Check back over the next few days and I'll share different mini lessons and activities associated with our book clubs!

Happy Sunday!

5th Grade Explains it All - Vertebrates Project

We kicked off the new year with a few new apps in 5th grade. (Catch up on my other iPad posts here) I've been anxious to use the app Explain Everything with my students since downloading it myself back in August. One of the (many) things that intrigued me about Explain Everything was the functionality - I could use it as a teaching tool and my students can create projects as well. 

As our first Explain Everything production, I decided to introduce the tool during my science classes (I have three sessions this year!). Mastering the five classes of vertebrates is a big deal in 5th grade and I thought it would be great - and equally fun - to introduce Explain Everything with this unit. 

My requirements for the project were the following:

Name the 5 classes of vertebrates

Provide three living examples of each vertebrate

Identify three characteristics of each vertebrate

From there.. the sky was the limit!

I strongly believe what made this project so successful (and fun.. have I mentioned how much my kids loved it?) was the intense app tutorial I provided on day one. I justified spending more time on introducing the app to eliminate confusion and frustration for the rest of the year. I simply introduced all of the features and walked through different samples with the kids. This way, they would spend more time focusing on the content of their project and not playing with the lightsaber feature. (Can you tell we had to spend time playing with the lightsaber?)

Once the kids started working on their project... they were ALL IN. Within 10 minutes, my students were showing ME the features I hadn't figured out yet. Pretty incredible! 

Our vertebrates project using @explaineverything are coming together!! #edtechchat pic.twitter.com/EHGFm9NhY4

— Jordon (@furnelly) January 16, 2015

I anticipate our next encounter with Explain Everything will not be as elaborate. I want students to see the app as tool to demonstrate their understanding of multiple content areas. I'm excited to see what else we create this year!

Curious to see some of our projects? Check out our playlist on YouTube! (P.S. Creating a playlist was a great and easy way to share our projects with families!) 

Classifying Vertebrates Pre-Test Through Socrative!

It's amazing how, when I'm relaxing on my couch, my to-do list seems so bare... then the moment school kicks off, things are rolling at full speed again! Whew.. deep breaths!

This year, our 5th grade has been fortunate to have 6 iPads put into every class as a replacement for our laptops. As each day passes, we are finding more and more ways to utilize our iPads to impact our instruction. One of the apps I'm a BIG fan of is Socrative. One of my colleagues wrote an awesome post on our "Tech Tidbits" blog at my school about using Socrative. Check it out here ----> UETechTidbits. In the post, she gives an overview of Socrative and how to use it in the classroom.

If you're curious about Socrative, I would watch this informational video or simply follow their posts on Twitter. I'm always gaining ideas just from their tweets!

Access Socrative Twitter Profile

One of the huge benefits of Socrative is that it is not limited to just one device - even if my classroom wasn't equipped with iPads, I could still utilize this response system in my classroom. Pretty fancy, huh? 

In science, we are starting our animal classification unit. Based on a consensagram from the beginning of the year, this is the unit my students are HIGHLY anticipating and they haven't let me forget about it. Which means.. I've got to up the anty and make it worth the wait!

Pretty remarkable stuff here: my least favorite subject to teach is the one my kids are most interested in. pic.twitter.com/ZHZk4lSBxp
— Jordon (@furnelly) August 22, 2014

Now, all of my blabbing and going on and on leads me to an eight digit number. This post was was simply a ploy to get to you snag this number and use my "Shared Socrative Quiz". If you are a teacher in need of a pre-test over the five classes of vertebrates - look no more! I've got you covered!

Vertebrates Pre-Test:

SOC #:

14406769

Now... share with me find educators! How have you utilized Socrative in the classroom? I'm eager to learn more! 

Scientific Method iMovies

I'm sure you're all familiar with the book, "If You Give a Mouse a Cookie..." by Laura Numeroff, right?

Source

Well... if you give a kid an iMovie project to create...
You're going to need some patience.
If you give a kid an iMovie project, you're probably going to need some props and costumes to go along with the project.
Then, when other students see one group with a wig and a microphone.. you're PROBABLY going to need to find six more wigs, 6 more microphones, and 8 more feet in your classroom to make space for the creativity happening.

Catch my drift? :)

 In previous years, I have had students create scientific method comic strips demonstrating their understanding of the scientific method. This year, I decided to utilize iMovie and have students create a movie to illustrate their knowledge of the scientific method process.

Let's just say... it was pure chaos in my room for a few days. I started to sweat wondering if this project was even making an impact? Were they learning anything? Were they truly showing me what they knew about the scientific method?

I held my breath. Counted to ten. Crossed my fingers and toes and hoped for genuine learning to happen. I even had time to snap a few pictures and send a tweet or two:

Happening now in my classroom: the King is editing his iMovie on the scientific method. Creativity abound in room 52! pic.twitter.com/mcQfgYeBlU
— Jordon (@furnelly) September 30, 2014

Creating, filming, and editing iMovie projects in science class! #edtechchat #ipads pic.twitter.com/mM1FWYukW4
— Jordon (@furnelly) September 29, 2014

Then... it was presentation day. I had watched the chaos, costumes, accents, and shenanigans unfold for several days and I held my breath as I pressed play on my computer.

It was like the scene from Sleeping Beauty where Aurora begins singing with the animals in perfect harmony...

Everything came together. The projects came together. They were clearly demonstrating their knowledge of the scientific method!

Despite my hestitation and worry about the project, they were a smashing success. Since then we have been on an iMovie roller coaster creating projects left and right. We just wrapped up individual goal videos, erosion and weathering videos in science, and are starting book trailers! #weloveiMovie

Share with me teachers, how do you use iMovie in your classroom?