Day: April 25, 2016
Image Courtesy of Lifehacker.com
In the push for collaboration between students (as well as their own teacher colleagues), many teachers have turned to the Google suite of products, and specifically Google Drive, which enables users to collaborate on documents in real time. In Drive, the original document must be “shared” with one or more collaborators, which are given editing rights to the document. Additional viewing rights may be granted to one person or to the world in general.
Sometimes, however, individuals who were meant to be given viewing rights are given editing rights. These individuals would in turn be able to alter or even delete the aforementioned documents. Even more problematic is when editing rights are given to everyone!
Typically, in order to view who has editing rights within Google Drive, one must right-click on the folder or document in question and select “Share…”. If multiple documents or folders are in question, this process can become quite cumbersome.
Luckily, there is an easier solution. WhoHasAccess is a website (and also a Chrome app) that will scan one’s Google Drive and provide a list of everyone who has rights to one’s documents. Clicking on each person on the list will yield another list of the documents/folders that s/he has rights to, as well as the type of right (editing or viewing). After twenty-four hours, the WhoHasAccess servers will delete the information they gleaned from searching one’s Drive; one can also press the red button at the bottom of the results page to delete this information instantaneously.
Teachers can use this valuable tool to see which students have access to their files, and students can also benefit by running the WhoHasAccess search periodically to ensure that they have not given editing rights to those they should not have. WhoHasAccess is an essential tool for all who are collaborating on Google Drive!
-Maria Vlahiotis, Literacy Specialist, ACOE Core Learning
During workshops that aim to deepen knowledge of Common Core State Standards (CCSS), I hear a consistent message from teachers – “My students are already behind with the current standards so it is no surprise they struggle with the new, more rigorous standards?” Or, “My students are high performing but we are afraid they won’t perform well on the SBAC Assessment performance task.” These are valid concerns. Often our instincts are to scaffold pretty heavily so students don’t experience too much difficulty. We want them to feel comfortable in class and stay as motivated as possible. In some cases, complex text and challenging math have been systematically removed from the hands of our struggling students albeit with the best of intentions. The consequences are stark. Many students, especially our lower performing students, have become very dependent learners and have not built the academic muscles necessary to excel at the table of scholarship. While our high performers don’t struggle as much, they too are pretty dependent and how well are we meeting the needs of those kids who already know it? Students at all performance levels need 21st century skills so they can have options when they graduate.
The key shifts in the CCSS ask us to interrupt this dependency cycle by ensuring that all students experience complex texts and tasks that require critical thinking and deep levels of engagement. There is a key document linked here provided by Smarter Balanced Assessment Consortium outlining their emphasis on Universal Design for Learning (UDL) that is not a “one size fits all” approach but rather utilizes “flexible approaches that can be customized” that “gives all individuals equal opportunities to learn.” The CCSS challenge us to think K-16 for all learners. But how will we do this?
Consider using provocative, ambiguous questions to frame learning and provide real world lenses to set purpose for authentic learning using technology to enhance engagement. Put engaging, relevant text related to the question in front of students frequently starting off with shorter, accessible complex passages working towards greater text length and complexity reading goals. Students need to learn how to annotate and summarize text across content ideally utilizing consistent procedures. We need to make the invisible, the language of our disciplines – text structures, academic vocabulary – visible to students so they can express the sophistication of their thinking and access core content successfully.
Most importantly this work needs to be built in collaboration with teachers! In my collaboration with teachers around Common Core, I see that teachers really get it! They understanding the need to move students towards independence and how time crunches and incoherence have led dependence. When given some tools to collaborate – to sort, anchor, calibrate and share ideas, teachers and instructional leaders have the expertise.
We just need to get them the right tools and get out of their way!
Sasha Kirkman, Literacy Coordinator
Have you ever wondered how designers integrate lights, BlueTooth, fitness trackers, and other technology into clothing and accessories? This year, #MakingMath Expo participants will have an opportunity to explore the math behind wearable technology.
Targeted to ages 6-90, this experiment involves discovering the difference between series and parallel circuits, as well as comparing the brightness of the different colors of sample LEDs. Participants will have a chance to analyze the forward voltages of various LEDs, using Ohm’s Law to calculate the resistance for different color lights.
The best part about the #MakingMath Expo? Folks who may be confused or intimidated by the math and science described above get to interact with the activity in a low-stakes, fun way. By the end of it, you will have a better understanding of at least one new math or science concept. We practically guarantee it (no money-back guarantee because the event is FREE!)
Come get inspired at our Making Math Expo on Saturday March 12, where educators from around the Bay Area will be showing off their #makingMath projects at Lighthouse Community Charter School in Oakland. This is a day dedicated to the fun and exciting world of Problem Solving, where students, teachers, and parents will have various opportunities to apply their math and problem-solving skills. Come experience an assortment of non-traditional problems that will work your thinking muscles, and understand why the Mathematical Practices must be an integral part of every math classroom. All participants will leave with strategies and tools to improve student problem-solving abilities.
A Context to Connect with Families
Pictorial Models to Develop Conceptual Understanding
Lucy has 5 pencils. Kim has 7 pencils. How many more pencils does Kim have than Lucy?
Collaboration to Build Mathematical Meaning and Understanding
GreatKids Milestones: videos of students demonstrating grade-level standards (only K-5 currently, with 6-12 coming soon)
Parent Roadmaps to CCSS-Mathematics: brochures listing standards for each grade-level plus 3-year snapshots to show progression of standards (currently K-8, English and Spanish)
PTA CCSS Guide to CCSS: Four-page overviews (English and Spanish) of grade-level standards in ELA and Mathematics (K-High School)