Author: Haley Vick

This semester was filled with a TON of new technology resources that I will be able to use as a future teacher, which is especially helpful. In this post, I am going to highlight some of my favorites as well as what I think might come in most handy when I am student teaching next year and beyond. Using technology in education is especially powerful because it allows for multimodal learning and creates space for more of a growth mindset environment that doesn’t only look at right/wrong answers, but also weighs the creativity of the students.

Let’s Learn About Ziplet

Butterfly Migration Fun

Biomes of the World

If We Had a Million Dollars

Chat GPT for Teachers: Innovation That Excites

April 18, 2033

Dear used to be me,

Wow, can you believe how far we have come? I am happy to report that we are teaching 1st grade at our elementary school, our dream job. We also got married and have a little one on the way! We moved around a little across Washington, a little of Montana, and Oregon, but only for a little. We finally have been abroad! We went to Japan for our college graduation and soon after went to Edinburgh, Scotland and Italy. We still have Germany, Amsterdam, London, and many more have been added to our bucket list for traveling.

Isn’t that so great? We used to worry so much about things not working out in the end…but here we are. I guess we should have taken everyone’s advice that everything would work out in the end.

You set us up for great success, so thank you so much for all your hard work, everything was well worth it. Yay!

Your future self.

Diarra Brown Jenkins and Haley Vick

Ziplet is a web browser app that allows teachers to make questions to check in with their students, gauge student understanding, exit tickets, and formal/informal assessments. Similiar to Kahoot, the teacher will provide a code that the students can sign on with, so they do not need to sign up. The teacher can create questions, use predetermined questions by the app related to a theme or topic (they have many great options!) and can use a variety of response choices for students, that can also be anonymous! For more information on how to make it and how to use it, use the following great resources.

• Target audience: We think this would be great for ANY grade level because it is very customizable for their developmental needs (K can use emojis or pictures, University students could answer with text in large lecture halls where professors have a harder time collecting personal feedback).

• Subject of lesson – embed or link to teaching content: https://ziplet.app.link/signup?referrer=02f9cc49-079f-4dec-97c0-c3f290403d50. This includes a warm up with ice breaker questions and an exit ticket with two questions about how students felt about the lesson.

• Lesson context – A teacher could use this for a number of things including formal or informal assessments, check ins, or exit tickets to gauge student understanding or to see how students are feeling about anything assigned, either at the beginning or end of a lesson or the day. For more formal assessments or to collect data, we suggest teachers make the responses not anonymous to check in with individual students.

• Instructional goal: Students will be able to let the teacher know how they feel about a lesson, ask questions, check in, or show what they know. Students should also be able to feel comfortable being honest about reflections so the teachers can help them personally for future lessons and implementing instruction.

• Technology being used: Ziplet will require students and teachers to use a device of any kind. They do not need to create an account, all they need is to input the code the teacher will provide.

• How technology supports instructional goal: The technology we elected to use accommodates many learners who respond better to images and expressing themselves in other ways outside of just text. It also has a setting to make questions anonymous if the teacher wants to have an overall understanding of the class. The teacher, whether they choose to make questions anonymous or not, will then be able to analyze all responses taken to better assess lessons and student needs.

Co-Authors: Iliana I, Nicole P, Haley V

Target: 3rd grade Science About Butterfly Migration

Lesson Context: Introduction to the unit (lesson one)

Goal: Students can explain what butterfly migration is and why they migrate.

A quiz!

Choose your dinner! Yummy…

There are a TON of ways to use google forms in a class, especially to take in data from your students about what they learned, reflections, check ins, or exit tickets. Especially with the feature where you can make them anonymous, the forms can be great ways to get a read on where the class it is, where they may have strengths, or possible weaknesses about a topic or how they are feeling. The diversity of the type of questions they offer would be particularly helpful when asking students things like how they felt about a lesson or show me how you feel right now using images, exc. I also never knew about the ‘choose your own adventure’ form which could be super fun for something like an escape room to do with the students, either educational or just fun. I would not use this as a formal assessments but there are many other possibilities that are more low stakes that I would definitely use it for. As long as students have access to this technology and were shown beforehand how to use it, I think that this could be so great!

For this project, I created a book intended for 1st grade that could act as an interactive science activity about biomes on a very basic level that they can engage with or the teacher can go through. I did really enjoy using book creator, I was honestly surprised at how easy it was to make and how many edits you can do with just one page. This could be such a better way to do presentations over just lectures or the regular PowerPoint slides.

Haley Vick

I am a simple Washingtonian,

Born in Vancouver where the winters are cold and the summers are warm.

Where the leaves turn crisp and beautiful as Fall arrives.

As the cherry blossoms thrive once April hits.

Where we go to the movies,

to the beach,

and to the mountains.

In a home with love and food that fills me up

A home it will always be.

I liked using sway, especially how user friendly it is because I found it to be pretty straightforward. I thought that the pictures that it gave as suggested were pretty accurate and definitely usable. Some of them were quite standard, but it got the job done, and it also does allow for you to put in your own pictures as well.

This is a third grade math lesson that surrounds budgeting and using money. The lesson will be after students are introduced to the basics of money in the real world. Students will be asked to look at the MyMap created of field trips that would be fun to take if we (as a class) had a million dollars. Students will pair up, pick one location, and are given a budget that they must follow when planning a field trip to that destination. Students will have to consider plane tickets, where we will stay, tickets to the location, food, transportation, exc. This requires at least one device per group so they can research their destination and the cost of the list above.

https://www.google.com/maps/d/edit?mid=17-Jmjxq9Y3_0qZjW4fj5ZiA2aKSrKB4&usp=sharing

The goal should be used to let student investigate where the destinations are located as well information that can also be found on the website. Students should have time to finish this project, and they will present their findings to the class.

This is a rough digital lesson plan format that Chat GPT produced when I asked: produce a lesson plan format that I can use digitally every week for the following subjects: reading, science, social studies, religion, and math in table form.

Section	Description
I. Introduction
Date	[Insert date]
Subject	[Reading, Science, Social Studies, Religion, or Math]
Objectives	[List specific learning goals for the lesson]
Materials	[List any materials needed for the lesson]
II. Warm-Up	[5-10 minutes]
Activity	[Brief description of the warm-up activity to engage students]
Purpose	[Explain the purpose of the warm-up activity and how it relates to the lesson objectives]
III. Main Activity	[30-45 minutes]
Content	[Brief description of the main content to be covered during the lesson]
Teaching Strategy	[Describe how you will teach the content and engage students in learning]
Assessment	[Describe how you will assess student understanding of the content]
IV. Review and Closure	[5-10 minutes]
Summary	[Brief summary of the main content covered in the lesson]
Reflection	[Opportunity for students to reflect on their learning and ask questions]
V. Homework	[Assign relevant homework that reinforces the content covered in the lesson]
VI. Notes	[Any additional notes or observations from the lesson can be recorded here for future reference]

I then followed that lesson plan format up with: using this format of a lesson plan, make me a science lesson for 1st graders about learning the differences between opaque, transparency, translucency and follow it with a scavenger hunt activity that requires the students to pair up with a partner and find objects in the room that are examples of each. It generated: (this is a lesson I observed earlier today)

I. Introduction:

• Date: [Insert date]
• Subject: Science
• Objectives:
  • Students will be able to define opaque, transparent, and translucent objects.
  • Students will be able to identify objects in the room that are examples of each.
• Materials:
  • Examples of opaque, transparent, and translucent objects (e.g. a book, clear plastic container, and frosted glass)
  • Scavenger hunt worksheet (one per pair of students)

II. Warm-Up:

• Activity: Introduction to Opaque, Transparent, and Translucent Objects
• Purpose: To engage students in learning about the differences between opaque, transparent, and translucent objects and to provide background knowledge for the scavenger hunt activity.

III. Main Activity:

• Content: Students will learn the definitions of opaque, transparent, and translucent objects.
• Teaching Strategy: The teacher will show the students the examples of opaque, transparent, and translucent objects and ask the students to guess which one is which. The teacher will then explain the definitions of each and show additional examples.
• Assessment: The teacher will ask questions throughout the lesson to check for understanding and ask students to give their own examples of each type of object.

IV. Review and Closure:

• Summary: The teacher will review the definitions of opaque, transparent, and translucent objects and ask the students to give an example of each.
• Reflection: The teacher will ask the students to think about how they can use this new information in their everyday lives.

V. Homework:

• Assigned: The students will draw a picture of an opaque, transparent, and translucent object and write a sentence about each.

VI. Main Activity:

• Content: Scavenger Hunt
• Teaching Strategy: Students will work in pairs to complete a scavenger hunt worksheet that requires them to find objects in the room that are examples of each type of object.
• Assessment: The teacher will check the students’ worksheets to ensure that they have found appropriate examples of each type of object.

Using Chat GPT for creating data collection on student behavior.

I asked it to: produce a table that evaluates behavior for each student in a class of 20 that I can use to collect data on the individual students.

Student Name	Date	Class Period	Behavior Evaluation
[Student 1]	[Insert Date]	[Insert Class Period]	[Insert Evaluation (e.g. Excellent, Good, Fair, Poor)]
[Student 2]	[Insert Date]	[Insert Class Period]	[Insert Evaluation (e.g. Excellent, Good, Fair, Poor)]
[Student 3]	[Insert Date]	[Insert Class Period]	[Insert Evaluation (e.g. Excellent, Good, Fair, Poor)]

I really enjoyed using chat GPT, especially the ease of using the software without too much instructions. As long as I provide the general information regarding what I want, it provides a great number of responses and tables that answers my prompt perfectly. I always find it extremely cool that I can continue on with the conversation as if it is a person. For example, I first asked Chat GPT my first prompt to just create the lesson plan. After it generated the response, I went back and added “In a table format” right after, without any other prompts, and it put the exact lesson plan into a table. This is very intuitive, and I find it to be very advanced and groundbreaking for future teachers.

This lesson is an intended phonics lesson focusing on the letter P for kindergarteners.

The teacher will first use this slide image to show a pig, ask the students “what is the first letter of this animal?”
-The students should respond- P! The teacher will respond, “yes! P-P-P-Pig!”

The teacher should first use the slide to show the picture of the panda and then show how Pig is written

Next, the teacher will show them images with the letter “P” either at the beginning or end of the sentence. Next have to identify where in the word they hear “P.”

At the end of this lesson, students should get able to know what sounds the letter “P” makes.