Green Screens Help Teachers Provide Instruction through Projects and Technology

by:  Karla Koenen

This past summer Krystal Austad (4^th grade teacher) and I attended the two day Technology in Classrooms Conference hosted by Keystone AEA.  We attended a session titled, “I Scream, You Scream, We All Scream for Green Screen!” hosted by Jonathan Wylie, Technology Consultant from Grant Wood AEA.  During that session, Krystal and I were introduced to the app “Green Screen by Do Ink.”  Krystal and I immediately brainstormed some project ideas and attempted to create our very first mini-project during the work part of the session.  We soon learned that we needed more practice with the app before we would feel confident to share this app with students.  We learned that a weatherman’s job is much more difficult than we imagined!

Fast forward to the start of the 2015-16 school year.  Krystal and I continued to kick around our ideas, and we finally decided to dive in with a Green Screen video project!  Krystal’s 4^th grade class visited the Linn-Mar Aquatic Center for a multiple day swim experience.  Krystal took pictures of her class at the Aquatic Center and then asked each student to compile a news report using the Writing Process.  Students then honed their speaking skills by delivering the news report to one another.  Students practiced announcing their reports with expression, practiced speaking loudly and clearly, and practiced using phrases such as “Back to you in the studio!”

As a Technology Integration Coach, I consulted with Krystal regarding the use of the Green Screen and the knowledge we had gained from our summer tech session.  I spent time myself practicing to be a reporter so I could know what challenges our students would possibly face when it came time to record their actual news report.  Over three one-hour sessions, every student in Krystal’s class was able to record their individual news reports in front of the green screen.  Using the green screen was truly a team effort as all individual students helped with the recording process at some point in time.  Even though we only see the on air reporters, we talked about how we know that camera people, production managers, etc. are working behind the scenes.

Students in Krystal Austad's 4th grade class work on various aspect of recording reports using Green Screens.

Students stood in front of the plain green material to deliver their news report “live” from the Aquatic Center, even though they were truly standing in the hallway just outside the classroom. Upon completion of the recording, students were then excited to view their news report with an image from their swim experience at the Aquatic Center behind them!  Students were even thrilled to use a microphone to help deliver the news report!

Using the “Green Screen by Do Ink” app proved to be a valuable tool to extend the student’s learning.  News reports were also shared with families via a QR Code.  

Ella:   http://viewpure.com/dXDuy8uxN-o?ref=bkmk

Grace:  http://viewpure.com/Cf03qQDXBVE?ref=bkmk










If you are interested in working with a building TIC (Technology Integration Coach) on a project similar to this or any technology project, contact your district TICS here.

Collaboration = Celebration

The first grade teachers at Echo Hill Elementary wanted to teach their students about Holiday traditions around the world.  Normally, they taught their students about these traditions themselves.  However, this year they decided to bring in outside speakers.  Brook Martens contacted, Sheri Crandall, instructional coach at the HS and former Spanish teacher, to teach the first graders about Las Posadas, one of the Mexican Christmas traditions.

Sheri worked with Laura Robertson, instructional coach at Echo Hill, to set up a reenactment for the first grade students.  First graders went from classroom to classroom, asking for shelter and were turned away, until they made it back to the first grade pod, where Mrs. Robertson invited them in and told them they were welcome.  At the last house, all are welcomed in and drink Mexican hot chocolate, break a piñata and celebrate and eat together.  Sheri showed the first graders how hot chocolate or “chocolate” is made in Mexico. 

All first graders got to try the authentic Mexican hot chocolate.  Sheri and the students discussed the many facets that make up the Hispanic Holiday Celebrations, which begin on December 9, by honoring the Virgen of Guadalupe.  Official Catholic accounts state that the Virgin Mary appeared four times before Juan Diego. We discussed the legend and how Juan Diego was able to convince the archbishop of Mexico City to build a basilica in her honor.  After celebrating the Virgen of Guadalupe from Dec 9-12, Las Pasadas exist from Dec 16-24^th.  December 24^th is the main night (Nochebuena).  Las Posadas cumulates with the celebration of midnight mass, lasting many hours.  December 28 – el dia de los inocentes (similar to our April Fool’s day) is followed by the arrival of the 3 Kings on Jan. 6^th.  Children tie their “wishes” to balloons 3 days prior and send them up to the sky so the 3 Kings will know what to bring them.  The almost 2 month celebration comes to an end on February 2^nd with el dia de la candelaria.

The first graders listened intently as they learned about this celebration and were able to expand their horizons as they learned about many diverse celebrations throughout the world during their week of study.  What made the lesson the most meaningful was the ability to allow the first graders to actually act out Las Posadas by going from classroom to classroom and the willingness to participate by many of the teachers at Echo Hill.  This hands on experience would not have been possible with the two instructional coaches working together.  This experience shines a light on how collaboration can take place between secondary and elementary educators.  Collaboration wins again! 

Mentoring New Teachers Deserves Celebration

~Education is learning what you didn't even know you didn't know.

Daniel J. Boorstin

Jennie Lorenzen(Middle School Mentor Coach) Sue Atwater (High School Mentor Coach) and Carol Kesl(Elementary Mentor Coach) prepare for a recent book study and celebration with Linn-Mar's first and second year teachers.

If you have attended PLC, you know how important it is to celebrate the accomplishments of your staff, teams, and students.  You know that even small steps in the right direction deserve applause.  This philosophy is one the Mentor Coaches at Linn-Mar Schools understand and live by with their first and second year teachers.  

Coming into the education profession today is no easy task.  For many new teachers they have plenty of content knowledge from college, and some practicum/student teaching experience, but not always do they have all the tools in their teacher bags to face all the various situations that arise in the classroom.  Linn-Mar's Mentor Coaches have spent a tremendous amount of time observing, coaching, listening, reflecting, and advising new teachers on best student engagement strategies, best instructional practice, and classroom management.  They see that new teachers are equipped with the materials they need, and that they implement, and use our district curriculum with fidelity.  

I marvel at all they do, but I also marvel at our new staff, and how they rise to the occasion and follow what our Mentor Coaches, and Mentor program has outlines for them.  In addition to all the day to day support that Mentors provide staff, they also host a book study with the teachers. 

This month the Mentor Coaches decided that they needed to honor the strides and progress their teachers have made with a celebration for all the first and second year K-12 teachers in the district.  It was complete with games, team building, collegial conversations, food, fun, and gifts.  Hats off to our Mentor Coaches and the work they are doing to strengthen new teachers in our district.

Linn-Mar's Fish Bowl

Every day we are more connected than ever.  Social media, twenty-four hour a day news channels, on-line newspapers, blogs, Twitter, Instagram, Periscope, and Facebook fill our in-boxes, and phones with oodles of information.  This can be convenient, amazing, overwhelming, and terrifying all in the same breathe.  If you are someone who embraces technology or fears technology, I encourage you to visit with Dana Lampe, Linn- Mar High School Technology Integration Coach.

Dana Lampe can usually be found in Linn-Mar High School’s media center, or The Fish Bowl.  What is the Fish Bowl?  The Fish Bowl is for all teachers wanting to learn more about using technology in their classes. The sessions are short, 30 minutes, in hopes that you will be able to take a little bit of time out of your week to improve your technology skills. 

Dana is extremely comfortable with not only researching and learning any and every technology tool for students to use, but also, tools, apps, and technology for teachers to use in direct instruction, to not only make the content more relevant, but also to help them manage student assessment, and feedback. 

Dana is truly a life-long learner.  I have observed her share technology training with teacher leaders, and high school staff.  Dana’s recent project, The Fish Bowl, came from the Korean International School.  Using an online conference call program called Zoom, Dana, and several colleagues in her UNI Technology Course: Leading Change through Instructional Technology, were able to connect with the folks who started a Fish Bowl in 2014 at the Korean International School.

Dana was inspired to be a change agent in the use of technology at Linn-Mar High School.  She gets her ideas from her building tech committee, and ideas that staff has requested, as well as blogs she follows.

To see what’s on the docket at The Fish Bowl this week click here

Technology Integration Coaches Rock Teacher Leadership

“The principal goal of education is to create men and woman who are capable of doing new things, not repeating what other generations have done.”

~Jean Piaget

Linn-Mar's Technology Integration Coaches presenting to teacher leaders at a recent meeting.

Linn-Mar has five coaches specifically tagged to integrate technology into teacher’s classrooms.  These five individuals work with teachers in grades PK-12^th.  Dana Lampe is assigned to the High School.  Todd Lane collaborates with Excelsior Middle School and Oak Ridge Middle School.  At the elementary we have three coaches:  Karla Koenen, Ryan Gotto, and Jessica Zimmerman.  They cover all seven elementary schools.

Recently, our coaches traveled to Des Moines, Iowa to the ITEC Conference.  They brought back a myriad of ways for teachers to integrate technology and technology tools into daily instruction and curriculum.  The impact their presentation will have on direct instruction and student engagement is prodigious.

Today we had the opportunity to observe the TICS (Technology Integration Coaches) present their learning to fellow teacher leaders.  The TICS provided information on how to navigate the tools as well as practical application for teachers to use in classrooms.  

Green Screens, Sway, Office Snip. App Smashing, ScreenCastify, and Coding were all hot topics of discussion from the TICS presentation.  All of these topics are timely as educators strive to foster more creative thinking in our students.  We know we want them to do more than just spit back information.

If you are classroom teacher at Linn-Mar, and are interested in increasing student engagement, book an appointment with your building TIC.  You’ll be so glad you did. 

To contact our Technology Integration Coaches Click Here

The Building Blocks of Research

On a brisk, Friday afternoon, one might imagine students in a classroom watching the clock tick the final 90 minutes of the day away.  I can think of many Hollywood movies that this happens.  At Linn-Mar High School this is NOT the case.  On a recent visit to Jeanne Turner's AP Psych class,  I was schooled on the scientific method, operational definitions, and several facets of psychological research.

Before the lesson even started, students were engaged in meaningful conversation discussing the previous night's homework.  As they shared their "a-has," Ms. Turner worked the classroom checking for understanding and answered questions.  The verbal feedback Ms. Turner offered pushed students to think beyond the surface.  Ms. Turner provided students with the opportunity to learn that hearing the word "no" is not a bad thing.  You can get valuable feedback and information from the wrong answer.

Students completed several tasks during the 90 minute block of learning.  Students were asked to identify, discuss, and know the differences between confirmation bias, overconfidence, operational definitions, replication, and controlled variables.  Students learned the importance of seeing evidence, not just anecdotal information.  They were given some clues on how to have healthy skepticism.

My favorite task of the day was the Lego Activity.  During this portion of the lesson students had ten minutes to work in groups to create a structure from a bag of random Legos.  They also had to provide exact directions of how to create the structure for another group to replicate.   Most groups built their structures first and then created directions.  As groups finished their structures, Ms. Turner photographed the creation and posted the photos on Twitter.  Groups rotated, and tried to follow directions to replicate the structure.  Groups had 5 minutes to follow the directions.  As groups checked their work on Twitter, they debriefed with reflection questions.  They self-assessed their ability to replicate the structure, and how the task tied into currently discussed research topics.

Again, the conversations students were have at 3:00 on a Friday afternoon were astounding.  What they found was that specific directions were vital to exact replication of the structures.  The operational directions that they stumbled on during yesterday's homework, were resolved.  They needed operational definitions in their directions.  Ms. Turner gave students the building blocks of research to help them complete the Lego Activity.

Not only, did Ms. Turner engage students on a Friday afternoon, she took time after class to visit with me, ON A FRIDAY AFTERNOON.  She answered my questions, and helped me think of how I can use similar learning strategies with students and teachers.  As I reflected on my observation of Ms. Turner's class, I wished I could time-travel back ten years and re-write my thesis statement for my Master's degree.

Linn-Mar is lucky to have Jeanne Turner along with 34 additional model teachers with whom staff, students, and administrators can collaborate.  If you haven't had a chance to schedule a model teacher visit I highly encourage you to visit our model teacher website and get one schedule today.


Click here to visit our Linn-Mar Model Teacher website.

Coaching with Coaches

Technology Integration Coach, Karla Koenen, co-teaches with Kim Sheehan, utilizing a SMARTBOARD at Wilkins Elementary.  Mentor Coach, Carol Kesl, observes Kim as a new teacher.

Last year the Linn-Mar district spent eight days in Cognitive Coaching^SM training with Chrysann McBride from Thinking Collaborative. This training provided our full time coaches, and principals with tools, language, and questioning to help them work with teachers, students, and staff.  The intent of cognitive coaching training is to produce self-directed persons with the cognitive capacity both independently and as members of a community.  Research indicates that teaching is a complex intellectual activity and that teachers who think at higher levels produce students who are higher achieving, more cooperative, and better problem solvers.

These eight days impacted our district so much that our two program coordinators took Advanced Cognitive Coaching^SM training during the summer of 2015 in Minnesota.  Erin Watts and Debra Barry are the TLC Program Coordinators.  They are both in the process of becoming agency trainers, to help them train the Linn-Mar District.  Chrysann McBride from Thinking Collaborative is helping train them over the course of the 2015-20017 school years.   

Last year was spent on get all positions up in the air and running, as well as training for teacher leaders.  At the end of the year survey data revealed some coaching happening, but the coordinators knew they wanted more.  The focus of year two is to keep building capacity, increase use of district-wide model teachers, and provide teachers with support and tools to impact teaching and learning for them and students. 

Erin and Debra have been observing coaches in their craft, and having reflective conversations with instructional coaches, mentor coaches, and technology integration coaches.  The learning has been beneficial to both the coaches, and Erin and Debra.  The conversations are an opportunity to practice paraphrasing, mediative questions, and work through coaching maps.  As we embed these skills into our daily practice, we are helping each other to produce new thinking and become self-managing, self-monitoring, and self-modifying individuals.  We truly all hold the capacity within to problem solve.  We sometimes get stuck and just need the right question to get our brains thinking from a different perspective.  Each month Erin and Debra will observe and coach with the full time release coaches.  They have currently divided the list of coaches in half to observe and coach and will switch groups at the semester. 

Debra has just completed co-training Days 1-4 of Cognitive Coaching^{SM with} Chrysann McBride.  Twenty-six Linn-Mar teachers, coaches, and administrators participated in the training.  It was exciting for Debra, Erin, and Chrysann to see a second group go through the training.  It will be even greater to see the impact on the teachers, classrooms, and schools, as more and more staff participate in trainings.

Tina Oberbroeckling and Marta Pumroy coaching during Days 1 and 2 of CC.

Four more days of training are planned for spring, so Erin can begin her co-training.  And Days 5-8 of Cognitive Coaching^SM training will be set for next year.  The coordinators are excited to see the impact coaching will have on Linn-Mar's program year two.

If your school would like to participate in Cognitive Coaching^SM 

at Linn-Mar Register here