The Internet is Down!

Microsoft Images

These are the four words I dread most as a Tech Coordinator. My job is to encourage (prod) teachers to integrate technology into their curriculum. I had just successfully convinced (pushed) one teacher to use Moodle to replace scan-tron sheets for her chapter assessments. I happily formatted her World Religions chapter tests and imported them to Respondus 4.0. The Religion Department invested in the exam management and creator tool for Moodle last year for all its teachers at the end of last school year. Together, we successfully pushed her tests to Moodle and was ready for the big debut.

The day before, I spent the day introducing the LockDown Browser to her high school seniors and directed her classes on installing the custom browser that locks down the testing environment within Moodle. For the most part, the installation and testing process went fairly smoothly. By taking assessments on Moodle, we were able to easily see which questions were commonly missed and students were able to see their scores instantly. I ended the day feeling that points were scored for the use of technology to improve some of the mundane tasks of teaching like assessments. Moodle, with the help of Respondus 4.0 and the LockDown Browser, makes the assessment process easy, quick, and trustworthy.

Then IT happened...

As of 9 AM the next morning, our entire Internet service was down throughout our campus. This meant that teachers could not take attendance. Students cannot access Moodle. eBooks cannot be opened. Emails cannot be read or sent. And this means that this teacher would not be instructing her students to install the LockDown Browser and assigning them to take their test on Moodle that morning. Thankfully, the Internet resumed service by 11 AM and business returned to normal. I was able to return to her last class and show how to install the LockDown Browser and how to access the chapter test on Moodle. Thankfully, the teacher had a great attitude regarding the morning and did not complain at all.

This was just a minor glitch in the road to 21st Century education, but I am still so disappointed that it happened. For a lot of teachers, when I ask them to incorporate technology it is like I am asking them to relinquish control over their class. Technology brings so many gifts to the classroom--creativity, collaboration, accountability, and efficiency. But when teachers do not trust the infrastructure to provide reliable service, they are hesitant to replace tired practices for proven new methods.

Any suggestions? As for right now, I rely heavily on the Serenity Prayer.

Flipping my Classroom - Another Success Story

Today, as my students worked on a collaborative presentation on Mary, I conducted “mini-conferences” with each student. I briefly sit with each of my 122 students and assess her notes and class work. I enjoy being able to talk with them about their coursework, especially since we just completed our first chapter. This way I can clearly explain my expectations, clarify confusion and complement them on a job well done with a real smiling face rather than an emoticon.
As I went around the room, an international student interrupted me and asked for help. Apparently, she only completed one of her assignments. The language is a major barrier for her, and she was unable to complete her classwork without one-on-one attention. So, while the other students were working on their projects I was able sit down with this student and lead her through the assignments. I found she can speak English relatively well, but she really struggles with reading, thus she did not understand the written assignments. I guided her through it verbally and she was able to complete all her classwork. We also worked out a strategy for test taking, which was causing her even greater anxiety.
I found the experience immensely gratifying. When the class started, my student was in a state of confusion and panic. By the end of the class she was feeling reassured and so was I. Because I took the time to work with her individually, I have the confidence that she has a basic mastery of the material. The rest of the class continued to work on their presentations and were not held back when I took time with a student who desperately needed my help.

At the beginning of the year I was really worried about this student’s ability to be successful with the cultural and language barriers she encounters every day. After today, I think we devised a plan to put her on the right path. All this was possible because I gave myself the freedom to work one-on-one by adding more of the elements of flipped learning to my classroom.

Flipping my Classroom – How Flipped Lessons and Moodle Saved the Day

My original intent for this post was share how to flip lessons with Moodle, but I had one of those “teachable moments” that often preempts our best intentions.  But it wasn’t a teachable moment for my students, it was a lesson for educators on why having access to all your materials on Moodle is so valuable. 

 

Yesterday I had to relocate my class from our usual classroom to an assembly hall due to a malfunction with air conditioning.  The students were instantly thrilled, exclaiming, “Study hall!”  When I burst their bubble and explaining that we would simply have planned lesson in the new location a student asked, “But how, you’re not using your own computer.  How are you going to get your SmartBoard files and text book?”  “Easy,” I replied “I have everything on Moodle so we can access it anywhere.”  I was thrilled, the students defeated.

Using the book feature on Moodle, which can be found in the “Add a resource” drop down menu, I organize and upload all my course materials for the students. 

 

Last afternoon, having those materials instantly accessible saved the day.  This was all the more important because this class was already behind.  Thanks to Moodle we were able to have virtually the same lesson in a different location without missing a beat.  So if you’re wondering whether putting the time and effort into putting all your materials on Moodle is worth it, I would have to say yes.  Not only for the benefit of your students, but also for your own benefit as well. 

Flipping with Moodle – My Journey

Most of us would agree that there are different types of teachers.  There’s the “Buy the Book” teachers who have perfect lesson plans, always meet their standards and who always finish the book.  There’s the “Charismatics” who have a magical charm over students and collages alike.  It doesn’t seem to matter what they do—students love them no matter what.  And then there’s the “Dreamers.”  The crazy people who want to convince Pope Francis to have an audience via Skype and have their students publish a graphic novel based on Acts of Apostles.  I am a dreamer.  And besides those dreams, this year I want to flip my classroom.

The first part of making dreams come true is sharing them.  If you remember the song from Cinderella, “A Dream is A Wish Your Heart Makes,” you will recall that Cinderella tells the birds and mice that you shouldn’t share your dreams because if you tell a wish it won’t come true.  Well, princess, you have got that wrong!  The first step in making my dream come true was creating a Prezi to explain the concept of flipped learning to students and parents. 

What I found when I attempted a few flipped lessons last year, was that if your students do not understand why you’re doing this, they will not participate.  Step one is getting them to buy into the concept.  You can view my Prezi screencast at this link:  http://www.youtube.com/watch?v=ySdB9Ygzkd8&list=PLuu6WXX0PYu2lwkLk6P_TNvbWTz_VOF5V&index=3

In my next post I will share the second step in making this dream come true:  creating self-guided lessons with Moodle.  Until then, keep dreaming!

MOODLE TO-DO CHECKLIST: THE BEGINNING OF THE SCHOOL YEAR.

In preparing for the beginning of the new school year, I have composed a Moodle Checklist for the teachers. Hopefully, I haven't forgotten anything that should be on this checklist

Checklist to prepare your Moodle course for the beginning of the semester. 

Rename your course name so that the course name begins with your last name.
For example, "Ramirez-Math Analysis" or "Cho-English I" or “Smith-World Religions Semester 1.”

Hide classes that are not available to students this semester.
If the course is not offered this semester, please change the settings so that students won’t be able to see it and accidentally enroll.

Create an enrollment key for your groups.

-If you are teaching more than 1 section of a particular class, save some time by creating enrollment keys for each group. 
-When you give each class period their own enrollment key, they automatically assign themselves to a group
-Video Tutorial from the famous Moodle Fairy: https://www.youtube.com/watch?feature=player_embedded&v=4xzF7xerle0#at=29

Create a "Parent" guest enrollment key so that parents can check your course without enrolling in your class.

Guest enrollment allows visitors to log into Moodle without enrolling or creating an account. I have stopped allowing students to self-register to Moodle because I noticed that outsider where trying to access user information.

Include the following information in the General Section of your course.

• Name of the Course
• Name of the Instructor
• Contact Information
• Course Description
• Syllabus
• Resources students would need throughout the course's term

About Michelle Reagan

Michelle Reagan has been an educator since 2003, both in Catholic High Schools and as a Director of Youth Ministry and Confirmation.   She currently teaches sophomore religion classes at a girls’ college prep high school, but has taught at all levels.  She recently met the challenge of implementing the school’s new 1:1 program with an open heart and mind.  She was rewarded with amazing results in student achievement, creativity and productivity.

Michelle is known for her use of technology in the classroom.  Her goal is to find new ways to enable her students to express their faith in a creative, 21^st century format.  Her students use a variety of Web 2.0 tools, in addition to Moodle, to develop their faith.  Students make digital posters on Pope Francis, videos on the Paschal Mystery and VoiceThreads on images of the Church.  Thanks to Moodle, her class is virtually paperless.  She also uses Moodle as a way to share student successes with her classes and parents. 

By contributing to the blog she hopes to share “digital spirituality” with other teachers who see technology as an exciting new way to enrich the faith of their students.