#Oneword at #sunchat: Top Tweet for January 2015

Reflection is a powerful tool- one that goes unwielded so often in the flurry of planning and doing that generally fills our busy days. I noticed that if I wanted to spend time harnessing that power, I would need to develop purposeful structures that would help to cause it to happen. To that end, I’m experimenting with this “Top Tweets” series.

Following the reflection gained by looking back at a year’s worth of tweets in 2014, I thought it might be interesting and helpful to increase the frequency of those reflections, to go back on a monthly basis and expanding on the ideas of the “top tweets” of each month. While the depth of “A Year In Review” can resurrect powerful ideas, I think I’d much prefer keeping these ideas at the forefront of my mind much more frequently.

Here is January’s top tweet:

#oneword Tagxedo for #sunchat – 1/4/15

Most every Sunday morning at 9AM ET, a group of passionate educators come together for #sunchat, a free-form educational chat moderated by New York educator Starr Sackstein. Ultimately inspired by the book One Word To Change Your Life (though more likely by the twitter zeitgeist, which was #oneword-ing all over the place at the time), Starr challenged each of us to choose and commit to one word that we hoped would embody the year to come, and to share it during the first #sunchat on 1/4/15 along with the hashtag #oneword:

I find these types of chats to be extremely energizing- especially those focused on springing forward into a new year. In the hour that followed, educators from around the world inspired me with their drive and enthusiasm around the practice of teaching and learning. By the end, I didn’t want it to stop, though I knew that it would have to if we were ever going to make our #oneword become reality.

Seeing the collection of tweets, I remembered a couple of different approaches to using word cloud generators as an artifact of learning, which I thought might be interesting to capture our #oneword posts. Thankfully, #sunchat is always full of motivational energy:

And so, the Tagxedo image of our #oneword discussion on #sunchat was born. PS If you’ve not used Tagxedo before, I’d recommend it- a word cloud generator similar in nature to Wordle, but with the added functionality of allowing you to customize more of the features (including the shape).

Side note: The #oneword strategy itself has been a rejuvenating one, both for me and for those with whom I work. My #oneword during this #sunchat was “reawaken,” which helps me remind myself that each day is a gift I need to embrace, and that there is a larger world outside of the short-term goals that govern my day-to-day life that I need to see. When I shared it, one chatter asked, “Have you been asleep?” My response: “In a metaphorical sense, I think maybe I have been.” Here’s to waking up in 2015!

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Lesson Design using Wordle: A Pre/Post Class Assessment for Learning

I have run across many posts in the recent past explaining varied uses for Wordle in the classroom.  (See this post from the Tech Savvy Educator, and this one from Clif’s Notes for some examples that come to mind.)  While I appreciate the springboards that these many examples provide, I did notice that most posts collect many ideas together as opposed to describing the use within the context of a specific lesson design.  Below, I describe the process my students used as an assessment for whole-class learning in my physics classes, where Wordle played an integral part.  I hope that making my practice public can inspire each of you to improve on what I’ve tried- every time one of you shares how the lesson design works in your own classroom, we get a new opportunity to grow and learn from each other!

Pre-Assessment (The ‘Before’)

Before beginning our studies of magnetism, we had a quick class discussion around one question: “When you think of ‘magnetism,’ what comes to mind?”  Using a little “write-pair-share” strategy, we made a list- as they shared aloud, I collected their responses in a Word doc projected on the board.  After all three of my common preps completed this activity, we had three different classes’ “pre-assessed” knowledge around magnetism.  Copying all of that text into a Wordle, we could now find the commonalities in our ideas:

Picture_3

This cloud gives the class a picture of what ‘we’ think in relation to magnetism. As the last conversation was a “class-ending” conversation the day before, the word cloud became a “class-starting” conversation the next day.  We began class by examining this word cloud, questioning what it was that we would likely want to learn next about magnetism.

Learning Time (The ‘During’)

During this 2nd class period, several of the students who had experience in chemistry had a sneaking recollection that there was some relationship between electrons and magnetism, and became the leaders in a short class discussion around the concept of magnetic fields and magnetic domains.  At that point in the lesson design, we had our “do some stuff with magnetic fields” time.  Around the room were several demo stations related to the relationship between electricity and magnetism, where students had a central question to consider- “What Happens When I Do This?,” and “Why Do I Think It Happens?”  

Following these experiences- which led students in all sorts of WHWYDT kinds of directions (both expected and unexpected)- we came together as a class to discuss what we had seen at these stations, and what questions had developed from the experiences.  As a closing activity to the day, each student responded to a 1-question Google Form that asked the same question as their pre-assessment: “When you think of ‘magnetism,’ what comes to mind?”

Post-Assessment (The ‘After’)

The next class period, students entered class with this picture in front of them:

Learned_magnetism_wordle

By taking the student responses and pasting them into a Wordle, we were able to see what “we” now think about magnetism.  As a class, we compare this new word cloud to the first Wordle: by analyzing the similarities & differences between these two Wordles, the class is now examining what we have learned, and how our thinking has changed.  

The unintended consequence- many students noted that our new responses went farther down the path of “induced” magnetism (that is, magnetism brought on by electric current), and farther away from the more typical concept of naturally magnetic materials.  They wondered how we would connect these two ideas, as they still seemed disconnected in our thinking.  This connection just happened to be the planned topic of study for the day, not only because it was part of our original pacing guide, but specifically because now we have noticed this trend in the “data” that the Wordle had presented.  The students noticed that the dots were not connected, and the students wanted to connect them, which made the day’s learning much more authentic.  It was not just something I was supposed to teach them: it had become something that they wanted to learn.

Generalizing for Lesson Design:

While not a flawless design, these six steps seemed paramount in increasing students’ desire to learn:

  • Students pre-assessing their own knowledge and understanding – “What does _insert topic here_ mean to me?”
  • Students using Wordle to analyze the pre-assessment responses
  • Students “doing stuff” to experience _insert topic here_ in real life – “What happens when I do this?”
  • Students responding to what they now know and understand – “What does _insert topic here_ mean to me today?”
  • Students comparing the Wordle of their current thinking to that of their pre-assessment responses
  • Students asking the question, “Given what I first thought, and what I now think, what do I think of next?

Without the use of Wordle, we lose out on a central piece of this lesson design puzzle.

Have you used Wordle as a class assessment for learning with your students?  Please share ideas, questions, and suggestions in the comments.  If you decide to try out this lesson design with a topic in your class with your students, please consider sharing how it goes in the comments- learning from your experiences helps us all grow!

Alternatives to Wordle

(Editor’s note: Wordle is back up and running as of 2/28/2010, but these alternatives are still out there as well.)

Info posted on Wordle’s website on 2/27

With Wordle down for the count for the foreseeable future, what will we do?  Thankfully, there may be alternatives out there that could fill Wordle’s large shoes as a text summarizing tool.  Take a look, and see what jumps out at you…and please leave comments with any other ideas/resources you find.  (Thanks to members of my Twitter PLN @BeckyFisher73, @jswiatek, @ShellTerrell, @dianadell & @web20classroom for the suggestions!)


Similar to Wordle:

  • ABCya – Very similar to Wordle, w/a few less options
  • Clusty Cloud Creator– Has potential as a word cloud option, but still limited
  • Tagul – More of a ‘tag cloud’ tool then a text frequency cloud, but still pretty awesome
  • Vocab Grabber – Interesting tool for vocab development
  • WordItOut – Not as ‘cool-looking’ in my limited experience with it, but it could suffice
  • Word Mosaic – More of an art/shape creator than a frequency distribution cloud
  • WordSift – Also not as visually compelling, but ‘gets the job done’

Related tools:

  • FlickrPoet – Neat concept: pictures from Flickr that coincide w/the text of a story

Blogs w/pedagogical ideas: