Tuesday, September 6, 2022

FTT - Those Little Things That Make a Big Difference! Schoology Edition

Those Little Things That Make A Big Difference!

Schoology Edition

@LisaBerghoff/@MrKimDHS


Sometimes as teachers we do a peculiar thing. We ask our students if there are any questions and then when there are none, we assume everyone has the knowledge they need to move on. Why is this peculiar? Because we know from our own learning experiences that just because there are no questions it doesn't mean we necessarily know it all. Often we don't ask because we simply don't know what we don't know. Also, we might not be ready for more until we really need it. 

I have found this to be true over the past few weeks of working with our staff. I have looked at a lot of grade books and grade book setups and have had wonderful conversations about your use of technology in the classroom. Along the way, I have dropped some tidbits of Schoology information that has been pretty mind blowing for many of you.  As you know, my office is a no judgement zone. You can ask me anything. It occurred to me that you may not know what to ask, or you might not really need the information until you really do need the information. 


Here are a few of those little things that can make a massive difference for you and your students.

1. Have content automatically open in a new window.

When you add a piece of content in Schoology, the default is for it to open within Schoology. Sometimes it is better for that content to be accessed in a new window. Videos and images, for example, can be better viewed in a larger window. At times Google products will give you the discouraging frownie face within Schoology. Yes, most students know that the workaround is to click the icon to open in a new window. Why not just do it for them? 

Here's how:

Simply click to uncheck the little ABC icon when adding content.




2. Make sure students' "overdue" work list is accurate.

When adding an assignment in Schoology, the default is that there will be something turned in digitally, within the Schoology environment, by students clicking the Submit button. Since we are a blended learning environment not everything is turned in digitally. If you are giving an assignment that does not require students to submit something digitally you should disable submissions. That way, when students, parents, and case managers look at what is overdue, your paper and pencil assignment won't be on that list. 

Here's how:

Simply click the icon that looks like a file folder with a green arrow
to disable submissions. It is at the bottom of the assignment editing window.



3. Place content on your materials page where YOU want it.

When you click to add materials, you know that your content will automatically appear at the bottom of the page. Sure, you can click and drag it or click the gear and choose Move. But why not just have it appear where you want it initially? 

Here's how:

Notice the gray lines above and below your content on the materials page. As you hover over those gray lines they turn green. 

When it is green, click to add materials to that location. 




4. Show students how to reorder their course tiles.

As students join activities and sports and those rosters get added to Infinite Campus, Schoology tiles will be generated. Student course tiles can become jumbled or even seem like they are missing. Showing students how to reorder their tiles not only helps make sure their most needed tiles are front and center, it also give students control over their own view in Schoology. 

Here's how:

Have the students click Courses and then My Courses and click the reorder courses button. They can click and drag their course tiles so their most important are on top.



5. Show students how to adjust their notifications.

We are often reassured that students receive an email notification from us when we add something to Schoology. We are also often annoyed that students don't check their email. 

Have you seen our students' email inboxes? They are inundated with messages and many of them are Schoology notifications. Let's teach them how to get the ones they really need by adjusting their notification preferences. 

Here's how:

Have students click on their profile in the upper right corner and go to Settings. When they click the Notifications tab they have the ability to adjust both email and phone notifications (if they are using the Schoology app on their phone. At first glance it looks like you can turn notifications On or Off. However, if you choose Custom you can choose that specific notification by class. Students can always go back and adjust these as needed. 






What are some of the little things that you have learned? Feel free to reach out and share them with us!

 

Monday, August 29, 2022

FTT - Schoology and Infinite Campus FAQs

Schoology and Infinite Campus FAQ

@LisaBerghoff/@MrKimDHS

IC/Schoology Frequently Asked Questions

As I am sure you are all aware by now, students and parents/guardians are now accessing composite/cumulative/final grades on Infinite Campus instead of the Schoology gradebook. We hope the transition has been smooth and everyone's gradebooks have been quietly syncing along these past two weeks. We have found out a few things about this new world order so here are answers to a few frequently asked questions:

  • Why won't my sync work? If you attempting to sync and are receiving the dreaded red error message, there are a few easy fixes to look out for.








  • What actually syncs over? Comments? Grade exceptions?
    • Here's what gets sent over:
      • Assignment details (name, grade, due date, category)
      • Comments (as long as there is a grade or exception (i.e., missing/exempt) entered)
      • Grade Exceptions - Only missing and exempt
    • Here's what DOES NOT get sent over:
      • Factor 0 - if you want to add a gradebook entry that doesn't calculate into the composite, we suggest manually adding it into IC and changing the multiplier to 0, or create a category that does not calculate.
      • Grade Exceptions - Submitted and Incomplete (but note that IC has many more options)

  • What do my students and parents/guardians see?
    • Students/Parents/Guardians can see individual assignment grades and comments on Schoology. They can no longer see the composite score on Schoology. Direct them to IC to access both.

  • How often should I sync my gradebooks?
    • The technical answer? Once a week for eligibility's sake. But you should ideally be syncing far more often than that. Think of the sync button as a save button that you press anytime you enter new gradebook data and you'll never have to worry about updated grades in IC.

  • (Not IC/Schoology specific but....) When will the Okta pushes end?!
    • Due to new security updates, you will be prompted once a day, everyday on your 2FA device. To limit it to *just* once a day, you NEED to click the "Keep me sign in" option. Sorry :(
Got something else that needs to get answered? Write something below!

Friday, May 27, 2022

FTT - Schoology/IC End of Year Checklist

Closing The Door On 2021/2022 School Year 

(And Making Next Fall Just A Little Bit Easier )

Schoology End Of Year Checklist

@LisaBerghoff?@MrKimDHS


The intention of this post is to give you a step-by-step guide to ending the year as it pertains to entering grades and managing your Schoology content. Follow these steps in order and you will be able to walk into summer knowing that you've checked everything off the list and confident that you're setting yourself up for success when we return in August. 


1. Double-Check Your Grade Setup

You may not have looked at your grade setup since August and that's totally fine. It's a good time to just go in and check that everything is calculating the way you want it. You must click save after making changes in grade setup. 

  • Check your category weights, make sure your categories are calculating by total points and not by percentage, even if you weight your categories. Hopefully, you have already done this.


  • Make sure your final grade settings grade book scale is not numeric. 
  • If you plan on overriding grade calculations in Schoology, you can check the box to add an override column.
  • Consider if you want your grades to be rounded.
    • THSD 113 Rounded .5 - this method is what is most familiar to our staff. A student receiving an 89.5% will earn an "A" for the course, but the value will stay an 89.5%
    • Round Period/Final Grades - this is Schoology's native method. Every final value is rounded to the nearest percent. A student receiving an 89.5% will get a 90%, and a student receiving an 89.4% will get an 89%.
  • If you are giving a final, make sure it is entered correctly.

2. Click Bulk Edit In Your Gradebook

Do a sweep of all of your assignments and grades by clicking the three vertical dots in the upper right corner of the gradebook. You must click save after making changes in bulk edit.



  • Make sure everything with a grade has been published. You will see a little green circle next to it if you have linked classes. If your classes are not linked, you will see a checkbox under the green circle at the top. 
  • Make sure everything is in the appropriate category.
  • If you would like to save a hard copy of your gradebook because that's how you roll, you can click "export" and you will get a CSV file. 

3. Transfer Overall Grade To IC (when final)

You must click save after making changes in Infinite Campus.

  • Go into Infinite Campus and click post grades.
  • Make sure the term is S2 and the grading task is S2-Semester.
  • You only need to enter a letter grade for the semester.
  • After you enter and click save, go back in one more time and make sure it's all looking good.


4. Save Courses To Resources


  • On the materials page, click the button that says Options and click save course to resources. 
  • Your "home" collection is just for you. It's a good idea to save it here.
  • You can, but don't need to, create a new folder. There is a box you can check that says "save as folder with resources" it's a good idea to choose this one.
  • Something to be aware of: if you have assignments with a google doc that made a copy for each student, that will not save to resources because it relies on the student roster. You can enter the link to your original document in the assignment description so you will have it ready for next year. 
  • If you are not teaching the same course next year and want to hand it over to another teacher, you can do that in Resources. Just create a new collection and share it with them. 
If after reading this you are feeling uncertain about what to do or not sure if you have everything done correctly, please reach out! I am happy to help. 




Friday, May 6, 2022

FTT - Skills for the Future!


Skills For The Future

@LisaBerghoff/@MrKimDHS



As we get ready to send the class of 2022 on their way, it seems like an appropriate time  to take a look at the skills that will be needed by our students in the not so distant future. The World Economic Forum's future of jobs report  indicates the top ten skills of 2025. They are divided into four categories: Problem-Solving, Self-Management, Working With People, and Technology Use And Development.  Here is the full list, color coded by category. 


 Fortunately for us, we have the ability to craft learning experiences for our students that will enable them to hone these skills.  As you can see, five of the ten skills involve problem-solving, which can easily apply to any content area. 


Now, here is a list of five tools/activities that you are probably already familiar with,that you can utilize in your classroom to maximize these skills.

Breakout Edu: This is a popular activity because it is so much fun. It's also really challenging and can be brought into any class. We own several breakout edu physical boxes and locks but you can also do this entirely digitally. Yes, you can make your own breakout games but there are also many many open source breakout edu games that you can grab and make your own.

Schoology: Varying Assessment Types Did you know that there are 18 different types of questions that you can create in Schoology assessments? Go beyond multiple choice and rote memorization and get into more reasoning, critical thinking and analysis by using these different options. You can ask students to manipulate graphs,  generate video responses, interact with images, and more. 

Canva To Synthesize and Create: You can ask students to answer questions or you can ask students to create an infographic explaining their understanding; which would be more engaging and memorable? Tap into students' creativity by having them create a video. In case you missed the announcement, our district now has a Canva Pro account! Just sign in with your school Google credentials. 

Pear Deck: Go beyond students watching slides presentations and have them interact with Pear Deck interactive questions but also leverage the ability to embed websites into Pear Deck and ask students to think critically about what they notice. Remember that Pear Deck now has a reflect and review feature which allows you to give feedback to students. Also, if you have not tried flashcard factory I highly recommend it! 

Schoology: Discussion Questions: Have students interact with one another outside of class by creating discussion questions. This helps ensure that every student participates and it also helps keep students engaged when they are not physically in class. This is a very real and practical way for our students to interact and you can provide opportunities for them to practice doing this beyond social media.

Did any of your favorites not make this list? Let us know what you use for maximum engagement and problem-solving. 


Monday, April 25, 2022

FTT - Hapara and Guided Browsing

 Hapara and Guided Browsing


@LisaBerghoff/@MrKimDHS

Why Hapara?

Hapara is an instructional management system with a variety of differentiated tools available to help manage a digital classroom. Oh wait, another management system? Learning management and classroom management and now an instructional one? Don't worry, you don't necessarily have to keep up with all of the emerging vernacular but concretely, there are some interesting tools within Hapara to take advantage of.

While some Hapara tools have become redundant through our use of Schoology, we can utilize Hapara for one of its, big brotherish, features: Guided Browsing for assessment security and student management.

Guided Browsing 

Let's all face it, LockDown Browser is often more of a headache than it's worth. While we have written about LDB in the past, current issues have made it untenable for continued use. So what are our alternatives for secure, digital testing? Hapara's Guided Browsing allows staff to curate and supervise student usage of their Chromebook for specified periods of time. It can be a reliable alternative to LockDown Browser (Students MUST use their school-issued Chromebooks). So how does it work?

  1. Log in to https://app.hapara.com/login with your district Google account.
  2. Choose your course.
  3. Click on "Highlights" and then "Guided Browsing"




  4. To begin guided browsing, you'll need to decide what type of guided browsing you want to use. They are called, "focus" and "filter" sessions. Colloquially known as "white-listing" or "black-listing" site.
    1. A Focus Session (White-listing) only allows students to access specific sites that you have deemed relevant to their task. So if you "white-list" lms.dist113.org, students will ONLY be able to access that site. You can choose up to 10 sites to "white-list."
    2. A Filter Session (Black-listing) lets students use any site they want, except for the ones that have been marked. So if you "black-list" YouTube.com, students will not be able to access it.

  5. For a testing scenario, you will most likely choose a Focus Session. You can "white-list" our schoology domain, or more specfiically the exact URL of your online assessment. You will then be asked to decide certain conditions and parameters for the guided browsing session:

You can set time limits, schedule sessions, assign to specific students or the whole class, and best of all you can save it as a template for continued use. For best results, in addition to the digital limitations imposed by Hapara, it is always a good idea to be physically present during a session. This should not be given remotely. 

While it's not an ideal situation to have to monitor student work during an assessment, let's face it...our looming paper shortage may force us to be creative in the way we assess our students. There are a variety of successful summative experiences that we can choose from, but if for now a traditional Schoology assessment fits your needs, Hapara can help. Let us know how we can help!

Tuesday, April 19, 2022

FTT - Take a Virtual Field Trip

Take A Virtual Field Trip

Google Arts And Culture

@LisaBerghoff/@MrKimDHS 

Google Arts And Culture Logo
                                          image credit: Google

It's spring! When I was a kid, spring meant it was field trip season. I'm sure there was some logical reason for it, or maybe not, but all of our field trips were in the spring. Maybe the teachers were just so done being in the classrooms with us that they had to get us out! Even all of these years later, and even though I have taken field trips at many points during the year (not this year!) I still think of spring as field trip time. This is also the time where it is simultaneously the race to the finish AND the wishing we could slow time so we can fit it all in. Sometimes we can offer our students amazing experiences without leaving school.

Google Arts And Culture is a free online platform that provides users with access to works of art, historical collections, and culture. It is a non-profit initiative that works with cultural institutions and artists around the world with the mission of preserving the world's art and culture online making it accessible to anyone, anywhere. 

Obviously, digitized art is not the same as being there in person. Have any of you seen the real Mona Lisa? It's tiny! However, this can be an incredible supplement and it allows educators to provide students with some context, image, or idea that you want them to learn about. 

How Does It Work?
Google Arts And Culture can be experienced on a web browser but there are also free mobile apps for both iOS and Adroid. There are several ways to experience and explore what is there. When you click the explore tab, you can browse by artist or historical event. There are also themes, categories, and the ability to explore by time and color. Of course, it is created by Google and you can also enter search terms.





There is also an impressive list of collections. These are works of art from prominent museums all over the world. There is also a collection of images from NASA. Within the collections there are "stories" which are online exhibits. These have more than just images. These are curated groups of images along with information that gives the feel of walking through an exhibit. 

There are also virtual tours called "Museum Explorer".  These are online opportunities to choose your own adventure as you move through a gallery. I have never been to Sydney, but I was able to explore the Art Gallery of New South Wales. It starts from outside the museum and takes you through as you would if you were actually there. I even went up the escalator! You can then navigate by clicking on the arrows to determine where in the museum you will go. These are 360 degree images so it does give the feel of being there. 


How Can I Use This With Students?
  • Aside from the obvious, you can start by using the Favorites tab so you can share specific collections you would like students to explore. Of course, everything has a link that you can easily add to Schoology for easy access. 
  •  Instead of giving them the entire internet for research, you can direct them to specific cultural locations that are reputable and full of engaging images. 
  • Tired of looking at Google slides? Have students learn about a collection and then they can be the docent who takes the class through a museum exhibit and teaches the class. The exhibits are easy to navigate and can be projected.
  • Looking for more than images? There are 360 videos too! check out this one on how to go to the bathroom in space. 
  • Games! Since we already know our students are using their devices to play, why not introduce them to some games that spark creativity and encourage curiosity? The Google Arts And Culture games page has everything from visual crosswords to coloring books to sound exploration. 
I went down a rabbit hole playing a game called Which Came First? It was pretty fun and I think our students would love it. 


It It Worth Looking For 15 Minutes?

I do think it's worth taking a look. All content areas can find connections with the artifacts that are held here. Also, this is not something that takes a lot of time to prepare. If you are looking for a little field trip feeling this spring, check out Google Arts And Culture.

Want some help? Let us know.
Do you already use Google Arts And Culture? We would love to hear about it. 




Monday, April 4, 2022

FTT - ADA Accessibility

 

Accessibility For All

@LisaBerghoff/@MrKimDHS

Context

Even before the pandemic, we were seeing a steady rise in the amount of educational content and communications becoming digitized and accessible online. Remote learning made online access a necessity which may have exposed some of the weaknesses and holes in how we were uploading our content. As a response, the powers that be signed HB26 last August which quote, "content available on any third party online curriculum that is made available to enrolled students or the public by a school district through the Internet is readily accessible to persons with disabilities." What this means for us is that merely uploading a scanned copy of a PDF online may not be best practice anymore. To ensure equitable access to all members of our community, there are some simple ways to improve the "accessibility score" of any document you upload. So here are a few different considerations when creating online content for not only your students with disabilities but for all of your students.

Screen Readers, Text-to-Speech, and more

Screen readers like Google Read and Write are digital tools students with disabilities can utilize to access information online. In order to make it easier (or even possible) for these screen readers to work, most of us have worked hard to convert our PDFs through a process called OCR or Optical Character Recognition. There are some simple, automatic ways of going through this conversion. Instead of feeding it through expensive OCR machines, cloud storage (mainly Google Drive) can automatically convert text for us. But there are still limitations that OCR, and we can be more specific and conscientious of the content we distribute.

Most Common Accessibility Issues

Here are a few simple ways to make your PDFs more accessible:
  • Adding a title 
    • This isn't merely naming the file of your PDF. It's establishing an inherent title to the document itself. So if we were using a screen reader, the screen reader could quickly identify the file making it easier to navigate tabs and understand the purpose of PDFs.
  • Establishing a language
    • While you may think, "well it's typed in English...clearly the language is English...." documents do not explicitly state the language in which they have been created. Screen readers can gain a logistical advantage with a set language for punctuation, pronunciation, and more. 
  • Tagging your text
    • Sometimes the reading order of text boxes isn't essentially set by the PDF. Which text box makes the most sense to start with? Or to end with? Is there an order that would help the reader understand the information present? It won't always be top to bottom. Tagging your text gives screen readers a set map to follow while reading.
  • Alternative Text for Images
    • The accessibility gap for visually impaired students regarding images almost goes without saying, but I saw firsthand how difficult it makes students' lives during an AP Government test. The visually impaired student was asked to extrapolate data and information based off of maps, political cartoons, and graphs on a variety of AP questions. Luckily, each image had something called "Alternative Text," which is simply a descriptive paragraph that explains to the reader what exactly the image is attempting to represent. 

Difficult, but doable

  • Data Tables and Graphs
    • I was amazed and humbled by the lengths at which students with visual impairments had to go to access data on simple graphs and tables. The way they were able to listen to complex information, visualize it internally, and make any sense of the data was astounding. We truly take for granted how easily able-bodied students can extract meaning from data every time they look at an Excel Sheet or simple pie graph. 
    • Screen readers can do their best, but we all know reading figures left to right might work for a simple paragraph, but won't necessarily be the correct way to read a data table. When creating content for the visually impaired, it will be up to educators to imagine how to verbalize the data so that it makes sense from their viewpoint. This type of introspection will yield positive dividends not just all of your students, but for the educator as well. 

Conclusion

So you may be thinking, well that's all great but where are the concrete steps to tagging your text, or establishing a language? How do you do that? That information is coming. It depends not only on your productive tool (Word or Adobe PDF), but it also depends on your operating system (macOS, Windows). Those guides are coming with as much specificity and clarity as possible. But to start, we can all benefit from being a little bit more conscientious and attentive and thoughtful of more than just the academic prowess of what we're giving out, but also the manner in which we do.