MACUL Reflections

Looking back on our day at the MACUL Conference, I thought it was a really valuable experience, and I hope I can go back next year. While I enjoyed all of the presentations that I saw, there were a few that really stood out to me.

While the first presentation we saw was geared more towards math teachers, our presenter had a really interesting way of differentiating her instruction, and making her grading system extremely explicit for students. We attended Collaborating to Assess Student Learnig Using a Variety of Methods by Amy Nelson. She has created "menus" for her students. The menu consists of projects or activities that the students can complete during the unit to earn an A, B, or C.  Each item has a certain point value based on the level of effort needed to complete the task. 70 points is the lowest amount needed to earn a C on the menu. What was even more interesting was the fact that the tiers of the menu also coincided with Bloom's taxonomy, so the work that a student does for an A usually consists of a more metacognitive or creative project. While the unit menu that was presented was for an Algebra class, I think the menu idea could work in an English class. I haven't had the opportunity to see if other ELA teachers are using a menu concept, but I think that the menu could involve a writing component along with other supplemental activities/reading centered around the novel that the students are currently reading.

Another really interesting seminar I attended included writing with Google Drive. Not all of the information was new to me because I use Google Drive quite a bit with my students, but I did learn about some really awesome features that the program has to offer. The name of this session was Editing, Commenting, Suggesting, Oh My! with Karen Chichester. First, the presenter showed us how she helps students with research. I know copying and pasting information into an essay is a problem with my students. Google Slides is a great way to make "notecards" for the students and the students are allowed to access information with Google automatically citing where the student found the source. It is extremely easy to access. Just got to "Tools" then "Research" and Google provides you with a search bar in the window. Students can simply click and drag information over, and Google makes a footnote that links the student back to where they found the information. What was also great about this presentation was the use of text-to-speak apps that are becoming add-ons for the Google Drive program. This particular presenter uses the text-to-speak to have her students hear their work aloud, then make revisions if the work does not sound right when it is read. I often encourage my students to read what they've read to themselves out loud, and I'm sure that the students don't always take this advice. By using the text-to-speech apps, I'm hoping they will take advantage of hearing their work out loud, and then using their ears to make revision choices. I really thought all of the suggestions that this presenter gave for using Google Drive to were great for helping students become authors. Her philosphy is that we are not just teaching students to write, but we are helping them take ownership of their writing. I totally plan on using all of her suggestions with my students to help them with their own writing projects.

It's two days later, and I think I'm still trying to process all the new things I learned about at MACUL. There was one message that was clear throughout the conference; and it was that technology is only a tool we use. At the end of the day there needs to be effective teachers in the classroom that help students, and the technology is just a tool that helps us be effective with our practice.