Would you like parents or out of town people to watch special events or student presentations in your classroom? Here are 10 steps to livestream events in your classroom:
​
1. Notify viewers of the time to tune in and the URL of the Facebook page you'll be livestreaming from ( for example, your personal page, a school site or other. If you use your personal, you'll be able to set the Live feed to "public" before you begin the stream)
2.Disconnect your phone from school wifi (sorry, you have to use your own data)
3. Open your Facebook app
4 At the top left, press the red movie camera icon that says "live"
5. Make sure to select  your audience as "public" from the dropdown menu next to your profile pic
6. Type the title/topic of what you are filming in the text area where it says "describe your live video". Use the map pin icon to add a  location check-in if desired (we're listed on Facebook as Piedmont Open Middle)
7. Press the blue "Go Live" button at the bottom. It will countdown 3,2,1  then begin broadcasting (live streaming)
8. You will see the confirmation "You're live we're building an audience for you." People will be watching
9. Press the speech bubble icon at bottom to view the comments the live audience is leaving, if desired (you'll be able to read them later if you don't watch them during the livestream)
10. Press "finish" when you are done with live streaming the event. From there you can:
                                     a.   Download  a copy of the video to your camera roll (that will let you then be able to upload it to google Drive or Youtube or edit it via imovie first) 
                                     b.  Post your video to facebook for those who want to watch it later – you can even send the link in your parent newsletter.
                                     c.  If you don't want people to be able to replay the livestream, you have the option at this step  to delete it.

Below are screencaptures of how these steps will look in the app:

Related Posts

http://piedmontpd.weebly.com/lesson-ideas/host-an-academic-conversation

Teaching Channel 

https://www.teachingchannel.org/videos/teaching-ells-to-participate-in-discussions-ousd

Years ago, expensive and unweildy 3 ring binders were stored here at school for each student and took up almost a whole room for each grade level.  Now after a bunch of starts we have devised a method to use Google Drive for students'  IB portfolios. Below is all you ever wanted to know about electronic IB Portfolios,   possibly more:

What Is an IB Portfolio?

• It is a scrapbook of student performance and work samples in the IBMYP. It is meant as evidence of student growth and achievement in IB.
• Each student's IB portfolio will house 1 samples of student work per IB area per semester (can be electronic copies, photo uploads of 3D or paper-based work, slideshows, etc) In addition to the work samples, each IB area folder also houses the rubric for grading that work and feedback that scores the student on the product can likewise be an uploaded photo of a paper rubric and feedback or a 

How do Students Get an Electronic IB Porfolio?

• They make one themselves in their Google Drive 
  • 6th grade students who were present at Chromebook orientation have their portfolio already made or started. 7th grade students have been introduced to the portfolio idea but have not created theirs. 8th grade will also need to make theirs.  
    
  • Student directions and a step-by-step video is at this link:  piedmontpd.weebly.com/studentspace/your-ib-portfolio

How is the IB Portfolio organized?

• As noted in the  link above, within their CMS GOOGLE DRIVE each student has an IB Portfolio folder (Named "IB Portfolio-your name")  with 8  subfolders labelled according to IB Area :
  • Individuals and Societies - Your Name  (social studies)
  • Language  and Literature- Your Name (English)
  • Language Acquisition - Your Name (Spanish or French)
  • Math -Your Name
  • Science - Your Name
  • Design -Your Name
  • Physical and Health Education - Your Name
  • Arts - Your Name

* "your name" above means student's first and last name.

What goes in to the IB Portfolios:

• Each IB Area subfolder will house 4 -8  IB works samples with completed self-and teacher- assessment rubrics per year each of the three years they are at Piedmont in the MYP.
  • In the 2017 school year, students will add 4 samples of work to each folder per Ms. Barone . instruct your students over the next semester to add  4 assignments plus the completed rubric assessment for each into the folder for the subject ara you teach.

​
When do students add work to their portfolio folders?

• Students can add work to their folders at any class or team time you designate. You should designate some upload and organization time each semester.

How do students add work samples to the appropriate  IB Portfolio subfolder for the class?

• 2 ways:
  • if the work is done on paper or is a physical creation, the student will:
    1. take a photo using Chromebook, iPad, or BYOT device
    2. upload it to Google Drive
    3. move it into the designated IB Portfolio Subfolder.
  • If the work is electronic* ,student will :
    1. upload it to Google drive (from a flash drive, Documents file, or other)
    2. add it to the desinated IB Portfolio subfolder 

* if the work is already in Google Drive (from Google Classroom or other) , students need only "make a copy" and place that copy in the appropriate IB Portfolio Folder.

How are competed rubrics added to the  IB Portfolio Subfolders ?

To add a paper copy :

1. Student takes a photo using Chromebook, iPad, or BYOT device 
2. Student Uplaod it to Google Drive
3. move it into the designated IB Portfolio Subfolder.

​To add an Electronic Copy:  

1. Teacher downloads rubric  from Ms Gorman's IB Resources Folder  
2. Teacher personalizes rubric as needed
3. Teacher  uploads that personalized copy to their Google drive
4. Teacher distribute and marks up in Google Drive . (see video below for one way to do this:
   1. assign the rubric as a Google classroom assignment,
   2. share it with the students - selecteach get a copy
   3. students use a "chrome extension" ( such as Goobric or the one in the video) to open the copy,  self assess then "turn it in"
   4. Teacher then marks their assessment comments and returns the rubric to student via google classroom (or drive).  
   5. Students then make a copy and move the returned assignment copy into the proper folder of their portfolio. 

Related Posts:

• Teach Close Reading with Diigo piedmontpd.weebly.com/lesson-ideas/teach-close-reading-with-diigo
• Metacognitive Partner Talk: A close Reading strategy piedmontpd.weebly.com/lesson-ideas/metacognitive-partner-talk-a-reading-and-thinking-strategy
• The Whys and Hows , Do's and Dont's of Close Reading http://piedmontpd.weebly.com/piedmont-pd/april-13th-2016

Keep them tuned in: How to create powerful learning engagements that are formatively assessed and differentiated​​

Planning the Community and Personal projects: How to deepen the MYP Projects experience for students
-​Humanities PLC

refer to the Piedmont IB community project website

How to collaborate across teams to design interdisciplinary units of work

Get big on the PIG at bit.ly/BIGonthePIG

Purposeful
Intergrative
Grounded in Disciplines   

Reflection in the planner and MYP

Click on the title of the IB Webinar Ms. Gorman assigned your Team and viiew it to create a 10-12 minute presentation to the staff with a product. Use graphic organizers, mnemonic devices whenever possible and try to incorporate a new tool in your product or presentation Recommended: have From Principles into Practice and your IB subject guide available for reference as you watch

Each webinar is password protected.  Piedmont staff can access the password and technical instructions by signing into their Piedmont Google Drive account and clicking here.

IB MYP Professional Development Webinars:

• Keep them tuned in: How to create powerful learning engagements that are formatively assessed and differentiated
• What is an IB Education? (continuum)
• Planning the Community and Personal projects: How to deepen the MYP Projects experience for students
• How to collaborate across teams to design interdisciplinary units of work
• Reflection in the planner and MYP (continuum)

Anyone wishing to review last year’s webinars, those topics were::

• What’s the concept? How to establish conceptual understandings
• Going global: How to integrate global contexts with the conceptual understanding to create a statement
• Inquiring minds want to know: How to write compelling inquiry questions
• Creating summative assessments: How to design authentic assessments that are grounded by the subject group objectives and their strands
• Making sense of categories and clusters: How to plan for approaches to learning

We successfully completed a pilot of the CMS PL program last year. We will continue to have the support of Lisa Allred and the CMS PL team as we continue to learn how to personalize education.


If PL is something you've not really dealt with yet, you can begin by perusing resources at this link:

For  ready-made resources geared toward CMS middle school, check outthis Google Drive Folder  of content specific ideas.

I was checking out the high school section and found this structural template that gives you an idea of one way to personalize that can be adjusted to any learning goal.

Cutting Edge eduBonus, consider starting at "create!" 

If you would like 1 on 1 brainstorming, lesson demo, help team or unit planning, email me anytime. 
-Lisa Gurthie

Finally, we will be taking advantage of district led PL trainings this year. Please choose the training you are most interested in from these choices 

 http://goo.gl/vlFrLJ


Cast Your Vote HERE

Summer PD offerings links:

• CMS General Summer PD
• CMS Personalized Learning PD

 ​You may need to be signed in to your cms google drive account to view the catalog.These PDs are only available to CMS schools that took part in the Personalized Learning pilot like we did (we are cohort 2) but the topics are helpful for anyone who would like to get better use of their teachnology, better student buy-in on assigments, and who would like to front load their planning so that classes run more smoothly day-to-to day.

Note these two courses: 
1-ONLINE PD
 INS Time to Own It Virtual Course Summer 2016  MyTalent code 429875
Would you like your students to own their own learning? Would you like them to be able to tell you at any time which of your course standards they have already mastered and which they need to work on? If so, sign up for this course:

• totally online-​Take the course anytime between June and August 19th at your own pace via Canvas. 

2-IN PERSON PD  
THINK TANK  MyTalent  Code: 416080 
 Open work session time! This is a chance to collaborate with other grade level teachers and PL Specialists and front load your planning by creating playlists, pathways, choice boards, PBL's, etc. During this work time, you can walk away with a product to use during this school year!  Be sure to bring any standard resources, tasks, or a device that you would want to utilize

• Monday June 13th, 2016 9:00-11:00 OR 1:00-3:00 - Atrium (4121 Stuart Andrew Blvd.) Room 101

Related Posts:
http://piedmontpd.weebly.com/piedmont-pd/how-to-use-mytalent-to-register-for-pd-the-new-mypd 

To view students above practicing close reading go to http://piedmontpd.weebly.com/lesson-ideas/metacognitive-partner-talk-a-reading-and-thinking-strategy
text = any work you are examining closely, written or other. read= the process of closely examining it.

Teacher Close Reading Do's and Dont's:

• Do Choose a worthy text (see below)
• Do "chunk" it if if is larger.
• Do model metacognition and close reading for students.
• Do Re-read and annotate.  

​BUT...

• Don't have students annotate and discuss something that is already straightforward-- If  it can be fully understood  in one read, it is not challenging enough. Find something else.  (However, I have done 3o minute socratic seminars just on Jack and the Beanstalk, so don't confuse big words with depth)
• Don't stop with comprehension questions- they are step one. Close reading requires two more steps. 

 A good "Close Reading" text should :

• be motivating (example math problems featuring Mr. Davis)
• have multiple or hidden meanings (should NOT be fully understandable in just one reading)
• During the The Close Reading Process students Students should
• "talk to the text" when close reading--using annotation strategies appropriate to the discipline (examples: the "CUBES"strategy for math problems and the "Notice and Note" annotations for ELA)
• discuss with each other and explain why they think what they do.

This article summarizes some good points if you are still not sure.
http://www.shanahanonliteracy.com/2012/06/what-is-close-reading.html