10 Ways Students Can Show Off Their Learning Beyond the Classroom...and PowerPoint is not one of them

Using The Cube to broadcast Geometry presentations

Two newer posts that provide updates to the items below:

• Tech Project Packs - Save time with these compiled resources for tech projects
• Adobe Spark for Narrated Slideshows and Digital Stories

This year my mantra is going to be Show off the learning!

When teachers and students show off the best things they learned, perceptions change and the culture changes. I want to make sure my district is known as a place where important learning happens every day.

I'm a big fan of that final essential stage of project-based learning: Put the final product in front of a larger audience. 

A lot of teachers in my district like hands-on, physical projects and they've struggled ideas for making them public. (How many art exhibits and science fairs can you do a year?) 

I compiled this list so now they have options for even those paintings done with real paint and the science experiment made of food.

Because I made this for the teachers I work with, please keep in mind:

• It is a tool for awareness, not a how-to guide. Teachers in my district would contact me for more help. I included examples and some links to tutorials or tips below, but all the tools will require further exploration beyond this post.
• Most classrooms in my district use laptops or Chromebooks. I didn't include options for tablets with most of the ideas.

I've listed these options roughly in order of how much tech is involved on the part of the students.

1) Live broadcasts of student presentations - Use The Cube. 

• You can broadcast to the internet easily with an iPhone or iPad. 
• Someone from your school will have to sign up and create an admin account at the site.
• Share the link to your broadcast with parents or to the community beforehand so anyone can watch live. 
• The recording can be left online, so people can watch it later if you want.
• When using live video, be sure you have parent permission to post online and remember not to identify students by first and last name.

2) Websites and Blogs - A simple site or blog (created by you or the students themselves) is the starting point for sharing all the other types of project presentations listed below.

• Any final product, even if it’s has no tech involved, can be posted online by way of pictures and text. 
• For websites, Google Sites is a good, simple option. I made this tutorial for my district for making a website with Google Sites.
• For blogs, use Blogger. Here’s a tutorial I made for creating a new one.

3) A PDF ebook - Within seconds anything students make in Google Docs or Slides can be turned into a PDF. From there it can be posted on any blog or website so anyone can open or download it like an ebook.

• With the file open, go to the File menu and select the option to Download as PDF.
• Once the PDF is downloaded, upload it to Drive again and share it as needed.

4) InfoPics - If he didn’t invent this simple concept, Tony Vincent is the one who named it and he sings its praises. This really is just a process of adding notes or other text to pictures that are related to a topic. 

• Here's Tony’s blog post about it (with examples).
• It would be very easy for students to make these and share the images on a website or blog.The pictures could also be shared by a teacher or a parent on Instagram, Twitter, Facebook or any other social network.
• The device you like to use will dictate the tools, but I’d suggest Google Drawings for computers or Chromebooks. Pixlr.com is a good tool on many devices if you want to add more effects to your pictures.

5) Infographics - Students can create infographic images to show facts in a concise, visually appealing way.

• Finished graphics can be posted on social media or websites and blogs.
• Piktochart is a great tool for this.
• Users can log in on Piktochart with their Google accounts.
• Here’s a good article from Matt Smith with ideas for Piktochart in many subjects.

6) Audio Recordings (podcasts) - Students can create audio recordings and share them online in a variety of ways. These can be completed much faster than a video project. Here are a few details.

• Here’s a simple example of an interview between two students.
• On a PC with a microphone (or a laptop) Audacity is the program to use for recording.
• On a Chromebook you can try SoundCloud for recording (if editing isn’t necessary) or SoundTrap. Both work with Google accounts.
• Finished mp3 or wav files can be uploaded to SoundCloud so people can listen to them and even add comments.

7) Virtual books on Flipsnack - This site is a great tool that turns any PDF into a fun virtual book. 

• Important Note: I found out if students sign in using a Google Apps for Education account it uses the first and last name in the URLs. This is not a good practice. Be sure students go to their account page at Flipsnack to change their username when they first log in. It only takes a minute.
• I usually create the PDF in Google Slides or Google Docs first, then upload to Flipsnack.
• Here’s an example I use for a comic assignment.
• Users can sign into Flipsnack with their Google accounts.
• Free Flipsnack accounts are limited to three virtual books at a time.

8) Screen Recordings - Think of these as somewhat informal recordings of something the students show on the screen. 

• These are great for tutorials or presentations.
• Here’s an example from a teacher who has his students use this method a lot.
• They’re informal because editing is usually not part of the process. Students need to practice before recording!
• On a computer with a mic, use Screencast-o-Matic.
• On a Chromebook you can use the SnagIt app.
• Final results can be uploaded to Google Drive or YouTube for sharing as necessary.

9) Digital slideshows - These are a series of pictures combined into a video by using an editing program.

• These are a step up from screen recordings because you can (and should) edit them.
• Students can add audio. It might be just background music or they can narrate the slideshow.
• With narration, these become presentations that present themselves.
• They make a good introduction to video production, but don’t require as much time.
• I present on a method for making these with any laptop or Chromebook. Here is the resource site include my examples and the process using Google Slides and WeVideo.

10) Videos - Producing a good video is the pinnacle of technology integration in most classes.

• Good videos require several technology skills and a deep understanding of class content. 
• There is a huge range of possibilities for complexity. Don’t just tell students they can “make a video”! Know the options and set guidelines that are appropriate for your students.
• Here are my tips for teachers and students for any video project.

The Big Question Before the Learning Starts

Last week I was planning for teacher professional development and something like the picture below came to mind. I sent it out on Twitter asking if it had value. There was no response at first, but I sent it again a few days later and it received a lot of attention. Now I want to elaborate on the underlying idea and consider how to develop it. 

First, I see this being used before a learning activity for adults on down to younger teens. I know the wording and presentation can be improved, but I believe it captures the most important question regardless of the topic and technique that awaits the learner. 

I think the main point of the question is clear, that the desire to learn is a perquisite for learning. The scale from 1 - 10 implies we rarely will find ourselves 100% at one extreme or the other. 

My problem with this is that the question has value when I answer it for myself, but when I have to answer it to someone else or because someone else raised it, I'm not likely to think about it in a meaningful way. The "right" answer will be quickly given or maybe in resentment or defense, I won't think deeply about where my attitude toward learning actually falls. 

But can the question be answered in a useful way only in self-reflection?  Is discussion necessary, at least in some settings or with some topics? If so, how can that be done without making this come off as accusatory?

I'm drawn to this activity because it requires the teacher and learner to narrow the focus on the purpose of the learning to come. It draws the learner to consider that purpose and his or her relation to it. 

And to me, the beauty of this is an honest answer of 1 or 2 on the scale is of great value. Teacher and learner can gain so much from admitting it or realizing that's how the learner feels. It's like we can all start on level ground, open to each other and the reality of the job we face together. 

Teachers, or administrators running professional development, need to encourage the learners to express this honestly and in appropriate ways. How much real learning is prevented because we all forge ahead without meeting here first? Is it because we assume everyone wants to learn or we don't know how to respond if they don't?

There is a reality that in every learning situation the learner must give something in order to learn. For those of us teaching teens or older, how often have we said, "You will only get out as much as you put into it"? Certainly the teacher must carry some of the weight, probably most of it for any planned learning situation, but as learners mature they need to recognize their own responsibility in the matter. This attitude check reminds everyone of this.

Some questions that I still have as I consider using this:

• What should I do as a learner if my honest answer to the question is a low number? Do I leave? Do I just do the bare minimum required? What would it take to make real learning more important to me?
• Should learners discuss their answers among themselves? Or is this a reflective writing warm-up activity? 
• Should I as the teacher see the responses of the learners?
• As the teacher or leader in this activity, what is a good response when I find some learners in the group are honestly saying they just want to get it over with? Do I try to move them further up the scale by convincing them of the importance, or do I give less myself?
• What research exists that relates to this?
• How can I improve the wording or presentation? What changes will be necessary for specific learning situations?

Tips for Success - An interview with Dominic Crapuchettes of North Star Games

Here's a brief interview with game designer Dominic Crapuchettes, founder of North Star Games.  

Dominic created the excellent party games Wits & Wagers and Say Anything.  They're both great fun and (with his kind permission) I turned them into classroom presentation games for ActivInspire.  With two editions based on each game, they have been some of my most downloaded classroom activities.  The games themselves are also a great addition to the classroom.  I have entertained many students with both titles.

I met Dominic in 2002 when we both were part of a newly formed game designer convention.  His talent for games was apparent immediately.  From that time on I watched him devote his life to a dream of having his own game company.  Rather than focusing on the smaller market of "hobby games", he set his sites on the big time--having his games reach the masses through the large chains like Target, Toys R Us and Wal-Mart.

With his talent and hard work he has done just that.  I asked him to share some of his story because I believe it can inspire creative students to follow their dreams.

He also had some unique educational experiences that remind me that to help students be successful I have to do more than just cover the Common Core Standards in my classes.

Mike Petty:  Dominic, thanks for taking the time to answer these questions for us!  To start, what can you tell us about the success of North Star Games?

Dominic Crapuchettes:  North Star Games started as a dream in my basement over 10 years ago.  Since then, we have designed 6 games and won over 100 awards.  Wits & Wagers is the most awarded party game in history!  Our games are sold in Target, Wal-Mart, Toys-R-Us, and over 25 countries.

MP:  It has been great following your rise to success over the past several years and I have learned a lot from you about what it takes to realize a dream.  When did you know you wanted to create games for a living?

DC:  I knew through most of high school that I wanted to design games for a living, but I didn’t think it was something I would end up doing.  My senior paper was a business plan for a board game company that I wanted to start.

MP:  There is a lot of talk about games in education now, and in some ways gaming seems to be more popular than ever.  But the hype almost always is focused on computer games.  On the other hand, you and I have been creating traditional games for the most part.  What do you think the advantages are of either playing or creating the traditional games?

DC:  Focusing on board games has forced me to be frugal with rules, and strive for elegance and simplicity.  This is because the players have to keep track of everything, as opposed to having a computer do it.  Every creative endeavor benefits from striving for simplicity, including my endeavor to grow our company.  Even Einstein always sought the simplest explanation for the things he saw.

MP:  I know you worked extremely hard to get to where you are now.  There were times I thought I was working hard trying to balance a job and my pursuits as a game designer, then I'd talk to you!  Tell us a little about those early days.

DC:  It is very difficult to start a company.  I found a great partner when I was going through business school.  We worked about 80 hours a week for two years… without any pay!  There were several times when we thought we were going to go bankrupt.  But we stuck with it, and now it is starting to pay off.  We get to do what we love, AND we get paid for it.  Not many people can say that.

MP:  Would you say you’re living your dream? 

DC:  Yes, I would say that I am living my dream, but keep in mind that this is still a job. I have to set my alarm each morning and drive to work each day.  Then I spend most of my day doing things that are not all that fun like answering emails.  But this is mixed with things that I enjoy greatly, like designing and testing games, and then working on the graphics for them.

MP:  I know your talents well enough to say you could have succeeded in a lot of areas.  You chose to follow your creativity.  What are some benefits of exercising creativity in life, including as a hobby or in other ways that might not make money?

DC:  There are ways to be creative in just about any job.  Finding a creative solution to a problem is not only useful to the company you work for, but it is also very satisfying.  Following my heart led me to start a game company and gives me the opportunity to create games, but most of my creativity goes into figuring out how to make our company successful.  The more creative we are with solving problems, the better our company does.

I believe that it is important to balance your passion with meeting the needs of your community.  Your job is NOT about doing what YOU want.  It is about serving your community.  So look for a way to serve your community in a manner that you enjoy.  It’s a life-long process to balance the things you want with the needs of your community.

MP:  That's a great point.  I try to remind my students of the responsibility they have to others.  It's easy for all of us to forget!  

What was your experience like through formal education.  Do any teachers or classes stand out as your favorites?

DC:  I did not enjoy high school.  Memorizing facts for tests was not interesting to me.  So I went to a college where we read philosophical works and discussed their meaning in class.  That’s when I started getting passionate about my education.  I had many favorite teachers.  They were able to inspire me to get excited about the material.

MP:  Are there specific things you do to keep ideas flowing in your business?  

DC:  I look for my inspiration in the other games I play.  I am always considering ways to improve them, or mix elements from one game into another idea that I am working on.  I do the same with my company.  I read about other companies, speak with other business owners and learn as much as I can from their failures and successes.

MP:  I have some common themes that I present to students when I work with classes at many grade levels or in any subject.  I wondered if you have any comments on these, particularly how they might relate to technology and success.

For one, we increase our chances for success by making the most of everyday opportunities.  Forming the habits now of working hard or making good relationships, for example, makes success more likely in our future.

DC:  One of the most important things is life is forming good habits.  Even the smartest person on Earth has a limited amount of brain energy.  Forming good habits allows you to focus on something without having the rest of your life fall apart.  For instance, I set reminders on my computer for everything I need to do.  Then I can focus on the task at hand without worrying that I will forget something else that is important (like picking up my kid from school).

MP:  Right.  Another theme I emphasize is the importance of learning how to learn.  The world is changing fast and students will always need to adapt to unexpected situations.

DC:  My entire college education was a lesson on how to learn.  Instead of memorizing ideas that other people came up with, we read books, discussed them, and came up with our own ideas.  Learning how to listen to others and adopt your ideas and opinions based upon the information you get from them is an important life-lesson that will help you in ANY job you get.

MP:  I agree.  Thanks for putting it in words for us and for providing the example through your own success story.  I wish you and the company the best in the future!

To keep up with information about Dominic's company North Star Games and their great line of party games, please visit:

• Their website at http://www.northstargames.com.
• Or their Facebook page at http://www.facebook.com/northstargames.

The Big Question

I wrote last week about asking better questions.  Here's my short presentation on the question that I ask now as I try to view school from the perspective of the students.  I pose it to teachers and I keep trying to think of good answers for it that I can put into practice next year.  If you've got some suggestions or solutions that you've seen work, I'd love to hear them.

Why Bother?

For the past year I've been trying to get past the surface issues of low test scores, poor attendance and behavior problems.  I want to look at the culture of the schools in our district.  I want to identify and put into words the many tiny forces that, over a period of 13 years, add up to the atmosphere in a building or a classroom.  By the last four years that we're with the students, we try to control this force with rules and requirements, but by all indications students are missing the point.

I haven't been great at this yet, but I think I'm asking better questions.  Here's how I am phrasing it now.  Consider two groups of students in the secondary buildings--those who are learning what we'd like them to learn (group I) and those that aren't (group II).  This includes learning the content to a high standard, plus any of the other important things we want to see in young people such as responsibility, punctuality and so on.  In the other group we have everyone from the struggling learner to the talented but lazy to the outright resistant.  

Now, my question is this:  What do the students in group II see regularly that will encourage them to make the changes necessary to move into group I?  On an emotional and rational level, what is set before them throughout their waking hours that says it is urgent and worth the effort?

I think the time at home might outweigh what we can accomplish at school in this regard, but leaving that aside, I tried to answer this question from the students' point of view.  I thought of a school day, the teachers and classrooms that they will see.  I thought of the messages they get through words and actions.  I don't yet know what the solution is, but as I considered this, the frustrations I hear from the staff in the high school suddenly made more sense.  There's just not much reason to aim high.  

I don't know if this is obvious and I can't say it's a problem anywhere other than in the buildings where I work.  I do know it doesn't get asked in this way in the meetings I attend.  I'm going to start asking it more of others and of myself.  I'm going to propose some answers and put them into practice.

Passion for learning

This must be the best time in the history of the world for people who love to learn. So much knowledge is immediately accessible. Video tutorials allow novices to pick up skills from masters.

I read David Warlick's blog post last week that compares the state of education in Finland with the system in the U.S.. It is here and it's worth the read.

His points are valid, but like so many other opinions on this matter, I think it only touches on the heart of the issue. I am face to face with the real problem every hour that I'm in the classroom, yet I rarely read anything that points it out clearly. From what I see daily, the core of the problem is simply that in the U.S., students do not value learning on an emotional level. For the most part, especially starting at about 6th grade, there is no passion to learn.

Instead, we manage to turn the whole thing into into a system for getting credit. A focus on learning turns to a focus on grades. At the secondary level, grades give way to credit. This credit supposedly will turn into something meaningful way down the road, like getting into a good college or getting a good job. Over the years, students completely forget the joy of learning.

So in this time where learning is more obtainable than ever before, let's remember the only real job is to help our students discover the joy of learning. Let's hunt out and destroy those practices that slowly squelch their natural curiosity and passion to discover. Maybe then the other problems that get attention inside and outside of the schools would take care of themselves.