Concourse A – Breakout Segment C

Concourse A – Breakout Segment C

Presenter 1: Anna Henson & JT Mills

Belfry County Student Senate

Presenter 2: Melinda Thompson

Boogie into 21st Century

A student recently presented me with a “Boogie Board”. It is a way to take notes and easily erase your notes with the push of one button. When I saw this, I immediately thought this would be a great way to engage students in note taking, quizzes, formative assessments, etc. Instead of completing their quiz on paper, students could write the answers on the “Boogie Board”, lock the device, and then turn it into the teacher. This would help solve part of the problem with our limited paper supply. Another tried and true method for formative assessment is small whiteboards. The students will be given a small whiteboard and expo markers to write their response. Again, with limited funds, this can be costly. The “Boogie Boards” allow students to show their formative assessment answers to the teacher with the same concepts as the whiteboard response. This is more cost effective. Lastly, “Boogie Boards” will be more engaging than any other form of note-taking. These look like a small IPAD, without internet connection, or the trouble of having to charge them daily.

Presenter 3: Rachel Holbrook

“Moxie Reader + Google = An Innovative Alternative for Today’s Teen Reader”

Encouraging and building the habit of lifelong reading for teenagers can often be difficult in a world where they are surrounded by constant entertainment and technology. As a middle school language arts teacher I try to encourage daily reading to help improve comprehension and fluency for my students because I know the importance of being a proficient reader as students enter high school and begin preparing for college. However, it is often difficult to track how much students read and whether or not they truly comprehend what they are reading. I have had my students keep traditional paper and pencil reading logs, but I have found that it is not very effective or engaging for my students. In fact, sometimes students simply write down page numbers and times in order to have their log complete regardless of whether they actually read or not. To combat this problem I plan to use the MoxieReader subscription I will purchase for this project to digitally engage students as an alternative to traditional reading logs. With this program, students will use the Google Pixelbook and Pen I will purchase to scan the books that they read and keep track of their reading. Unlike traditional reading log methods, the MoxieReader program helps students to set independent reading goals, join teams with their peers to race to achieve goals, recommends books based on student reviews, and encourages students to create video book reviews. To implement this research cycle I will need a yearlong teacher and student subscription to MoxieReader as well as a Google Pixelbook and Pen to create a scanning and design station in my classroom for students to scan their books as well as create video book reviews. To guide my study I will focus on answering the research question: What impact will incorporating a digitally engaging reading log program have on students’ reading comprehension and fluency? If students reading comprehension and fluency increase from pre to post testing, I will know that my project has been successful. I will measure outcomes by administering a pre and post reading assessment along with a survey that measures student interpretations of independent reading with and without using MoxieReader. I will know that positive outcomes are due to my innovation project because I will compare the reading assessment results of my students with another group of students in my building that will not be using MoxieReader to monitor and measure independent reading.

Presenter 4: David Sparks & Mark Harmon

Programming a Better Understanding of Mathematics Guiding

What are the effects of a project-based computer science curriculum on 6th-8th grade students’ performance in mathematics?

Ashland Middle School will offer two project-based computer science course to their students during the 2018-2019 school year. During this time, student performance in mathematics will be monitored and participating students will be compared to nonparticipating students to determine if the computer science courses helped facilitate an increased math proficiency.

Presenter 5: Lindsay Stewart

Enrichment through Robotics and Coding

At Fleming-Neon Middle School, students lack the opportunity to engage in coding activities and robotics throughout the school year. This is a known problem because our school lacks the resources to make this possible for our students. In addition, due to being in a low income area, most students lack the opportunity and technology at home to participate in coding and robotics. With the grant, our school will purchase Dot and Dash Robots, a Lego Robot, a Cozmo Robot, and various sets of Bloxels for coding. The students will work in groups with different robots (on a rotation schedule) to work through coding curriculum developed by the teacher. Students will use problem solving and team collaboration strategies while working on the project.

Presenter 6: Jeanne Reed

The Character In Me

Students who have little to no exposure to quality drama experiences will participate in the planning and production of school performances. The student body, in collaboration with school teachers, will select a production, audition for theatrical roles, learn production techniques, and help choreograph a performance both on stage and behind the scenes. Students will be able to use the items to fully understand the elements of a play production as well as the inner workings of making a public. performance possible.

Students will be directly involved in not only performing and helping produce plays but also for advertising production times and writing and designing digital and paper programs. Our goal is for students in our rural school to be exposed to, participate in, and have the same opportunities as other students across our district and state.

Presenter 7: Tara Howard

A New Reality for the Classroom

This grant provides me with funding that will allow for implementation of an Augmented Reality/Virtual Reality enhanced curriculum. The following items are needed for this project: VR headsets, VR/AR applications, holographic devices, cameras, tablets, speakers, and a projector. Students will use technology to interact with AR markers (on walls, in text, etc.). Markers will be used for scavenger hunts, mapping/coordinate graphing, and linking videos to class lessons. Students will also collaborate to design AR scenes using cameras, tablets, and apps. Holographic devices will be used to explore 3D models aligned to both math and science content standards. Students will use VR headsets to participate in virtual field trips. A better understanding of natural disasters and climate change will be made possible through VR viewing. Small groups will delve deeper into science concepts by creating and recording virtual exhibitions that other students can view. Students will also venture into career exploration using VR headsets. This project will immerse students in my classroom in 21st century learning. Not only will the AR/VR classroom address visual learners, but auditory and kinesthetic learners as well. These tools will also be used to improve parent outreach and involvement at our school.

Presenter 8: Jessica Davis

Science on the Go

With this grant, I will be purchasing a mobile demonstration science lab. This will have a tank and sink for water storage, grounded power sources and a mirror for other students to present and all students be able to see their experiment. With this station, students will be able to have a more hands-on approach in my science classroom. This will hopefully gain a love for science and better retention of the content. Stand Up with Interactive Tables With this grant I will be purchasing 6 plexiglass table tops with all the hardware to secure to the tables. These table tops will be attaching to standing workstations that were awarded with last year’s ARI grants. These table tops will not only give us access to a dry erase surface, but will allow the students to put templates, posters, etc under the plexiglass and using the surface to write. This will be an exciting initiative to allow the students to have a surface that will increase collaboration, help with planning of group projects, and explore in their STEAM projects with a new dimension of learning. Having these surfaces on standing workstations will give my students an opportunity to guide themselves and others through their own learning. This will allow a giant step in my blended learning classroom to reach towards a completely student led classroom!