Paragraph Puzzle: Using cookie sheets for more than just baking

The simple concept is to take a paragraph or explanation about whatever content you want and cut it up into incomplete phrases and have the students put the “puzzle” back together in a complete paragraph again.  This is not a new idea by any means but it is and easy & active way for kids to process information.  I add to the activity cookie sheets and magnet stick-ons to make it a little different.  You can use this for many different applications and content areas.  I do a number of different types of puzzle activities using the same basic principle.  This can be done either after watching a vodcast, classroom discussion, reading the

information online or in a textbook, etc. …  You could also use this activity as a problem solving activity prior to teaching the material to see if they can use context clues, prior knowledge or punctuation cues to put the “puzzle” together.   Either way the activity is simple.  

In this blog, I am using it as a review activity to explain the functions of the male reproductive system.  I also do this same type of activity for the female reproductive system, menstrual cycle and fertilization.  Sometimes I do all of them?  You could even do them in succession, when one puzzle is done they start the next one.  I typically do one at a time based on what we are covering in that time frame.

Set up:

I write up a paragraph explaining a process or information.  It could even be putting things in a certain order or step-by-step instruction.  I like to laminate

the paragraph so it is durable and reusable.   I then cut the paragraph up with scissors into strips of incomplete sentences.   On the back of each strip, I put a little piece of stick-on magnetic strip.  (You could even cut up old refrigerator magnets and glue them on??)   I buy the magnetic strip in a roll and it has an adhesive strip on one side.  .  I just cut a small square,

peel and stick it on to the back of the strip.  Once the paragraph is laminated, cut and magnetized I put the strips in a zip lock bag to store them in.  I then have Tupperware containers to store all the bags in for re-use.

Procedure:

I break the class in groups of 2-4 and give each group a cookie sheet and a bag with the magnetized paragraph strips in it.  I simply tell them to put the

strips back into paragraph form so it makes sense and reads correctly.  Depending on the group I will tell them the first and last strip to get them started.

Once they think they have the puzzle completed they simply bring the cookie sheet to me.  I am usually walking around checking on groups so the magnets are easy ways for them to bring their work to where I am rather than waiting around for me to get to them.  I simply read their paragraph and when I encounter an error (wrong placement) I simply turn that strip and say “you are correct up to that point” and back they go to re-work the rest of the puzzle.  Once they have it, I start using the members of that group to check the work of other groups and help groups that are struggling.  If I am helping a group and someone says “check mine”, I can simply direct them to a student that is finished to check it.  They simply do the same thing I did.  At this point it becomes a peer teaching activity too.  I may even have a couple students go to a struggling group and help them get “un-stuck”.

It works as a great activity.  Once all the groups are done I read the full paragraph aloud and talk about where people got stuck and talk about different clues they used to master the activity.  I do this kind of activity for multiple different content areas.  The kids like the magnets and it is an easy addition to a simple paper puzzle activity to make it a little different.  Plus the cookie sheets are portable so they can move it around and not mess up their progress.

Cookie sheets and magnets = fun times in class ;-) 

Play Doh HIV

This is an activity I started using play-doh to demonstrate how HIV works.  I started using play doh as a way to “demonstrate/explain” other content areas as well.  It is fun for the kids, they can use their creativity and they come up with some hilarious demonstrations/examples of whatever concept you are teaching.  It has become a fun activity that gets the kids engaged in class and be creative.

Prep:

I have cookie sheets that I use for different activities (Paragraph Puzzles) so they come in handy for this one too.  They work to make the activity a little more portable and “contained” and it helps with clean up as well.  I went out and bought 2 “cases” of smaller play-doh containers of different colors.  I think there are 24 little tubs in a case which gave me somewhere around 50 smaller containers.  I think it ran me about $25.00.  So far that amount has worked OK.  

I simply divvy up the tubs of play-doh based on the number of groups I have.  I usually try not to have more that 4 to a group.  You can adjust the amount of play-doh you need based on class size.  I will say, the more you have the better.  Kids LOVE using lots of different colors.  I will probably add another case this year just to help with replacements and options.

Activity:

This activity I use as an in-class assessment as to how well they are grasping the concept of HIV’s function inside the body.  We talk about all the different White Blood Cells and their jobs in the vodcast as well as what HIV does to specific WBC.  That sets up the whole premise of why and how HIV turns into AIDS, how meds work, why people get sick and eventually die.  Typically this would be an activity that would follow a Vodcast or two & Q & A discussion.  (see Vodcast 7.1 & Vodcast 7.1a StarWars)

I tell them to create a model using the play-doh to show/explain how HIV attacks the immune system.  Make sure you are showing the functions of the parts of the immune system and how HIV interacts with that. 

I simply break them into groups of no more than 4.  I give them the directions and let them go.  Once they are “finished” I come around and they explain what their model is.  A few guidelines I use are to not mix and mash the pay-doh to make “tie-dye”.  It is fine to “mush” different parts together of different colors but try not to “mix” them together.  It just keeps the play-doh colors intact for other groups.  And the obvious not throwing or stealing the play-doh .. J

Outside of that, the kids are on their own to create their model. 

Once they are done they pack up the play-doh and put them back into the correct color tub and make sure the lid is sealed tight and bring their tubs and cookie sheets to the table (I usually check all of them too.)  Usually the kids then want to walk around and see what other groups have made.  If

you have time and resources you could have the kids do a gallery walk when they are finished to see what other groups have put together.  It is a great way to showcase their work.   Sometimes I take pics of each group’s model and then I can show those on the screen the next day and have the kids explain their model to the class.  It works pretty good if you have the time to show case each groups’ work.. 

This is also one of those great times where if a student has not watched the vodcasts yet they can do that in class before playing with the play-doh.  It is amazing how much play-doh is an incentive to high school kids … ;-)

I am also starting to use the play-doh activity for other concept areas as well.  It started with this activity concerning HIV/AIDS but the light bulb clicked on and I started seeing where I could have the kids use play-doh to demonstrate/explain/assess other areas too.  They ask for the play-doh all the time.  “Mr. Troeger…. can we do the play doh thing today????” ….. weird  ;-)

A wild ride .....

I got an encouraging email from a Health Teacher in New York and while replying to her email I was motivated to write this blog.  I thought I would share some thoughts about the last year as I re-vamped my teaching style and philosophy.  Thanks Jen for the email and good luck to you as you embark on a new chapter ….   

 Why did I do this?:

Last year at this time I was burned out to say the least.  I have been teaching my butt off but it just seemed to be falling on deaf ears.  For a few years now I have been thinking … “There HAS to be a better way!?”  I saw some info on this “Flipped Classroom” idea and started to look into it.  Like most teachers starting their flip I was doing the same thing ... seeking as much info as I could about the Flipped Classroom.  I went to FlipCon12 on my own dime to gain the magic formula on this “new era in education”.  I was a sponge, taking in all I could but in the health education area I was coming up blank. I knew this was the direction I wanted to and I saw the potential but was freaked a little about what to do in class? I have lectured for 15 years .... what would I do during class?  What happens if the kids don’t do stuff?  What if it doesn’t work?  

I bought the book “Flip your Classroom” and stood in line to get Jon Bergmann and Aaron Sams to sign my book, but secretly I just wanted to get some leads on health teachers that are flipping their classes so I could look them up.  I got to Jon and asked “so do you know any health ed. teachers that are flipping?”  I anxiously awaited … he said “Nope?! … I can’t see why it wouldn’t work though” … Aaron just shook his head from side to side.  In my head I screamed “CRAP!  So … I am on my own on this one” … and off I went thinking … “well, I guess I can make it whatever I want.”  And that is the cool thing about flipping your classes is that there is no set format.  It is all in how it works in YOUR class for YOUR kids.  My 2^nd semester looks different from my 1^st.  My 3^rd hour class looks a little different than my 7^th.  I have learned that Flipping your teaching is a fluid, dynamic thing that changes as you and your students do.  The great thing is that the backbone of the flipped model allows for that freedom of adaptation.  It will bend, and grow as you do.  That has been so cool.

So how did I start?:

I started looking at what I could do with the time I never had.  What things did I always wish I had time for?  I started remembering all the activities that I rushed through and never felt I gave ample time for the connections to be made.  I started isolating what I could put on video as I put my block plan together and it started to evolve. Things I rushed through or had a question mark next to based on time started to become more a focal point in the unit.  Those activities could now be the “A-Ha” moments for the kids to make the connection from head knowledge to true understanding. 

In the beginning I also had to get comfortable not being the "sage on the stage" and being the "guide on the side".  Sometimes it almost feels like I am not doing much just because I am not up front blabbing. On the other hand I am scooting from area to area checking in, answering questions, asking questions, checking answers, evaluating, restating, challenging, etc .... I feel like I am a teacher of individuals now rather than teaching a class!  It’s been a fun change to be honest. It hasn’t been a simple change, it has been work, but it’s been energizing work.

Just the other day I had my classes watching my vodcast on the Female Reproductive System in class and filling out the notes (Vodcast 5.3 – it’s a long one so i gave them in-class time to work on it) and I started feeling guilty because I was basically watching them watch me ... but then it hit me ... "I have ALL their undivided attention right now for 33 minutes!” ... every kid was engaged, watching, writing, pausing, re-watching, giggling asking each other questions, showing each other things in the vodcast, etc ... no way could I have done that in class lecturing.

It was a paradigm shift and it was cool to see.

So what about now?

I think the videos are the easy part ... getting the students to apply the content now is the work but it is cool to see the kids really understand it better. I am still having some issues with a few classes but as problems arise I find solutions or try new things and increase my knowledge and skill set. It's not like my classes run like a well-oiled machine just yet. I still have those days where it all falls apart but you just learn from it and go on just like when I lectured 100% of the time .... but now the kids don't look at me with that blank stare anymore ... ;-)

I spent many a night going to bed at 3 am because I was getting a video finally uploaded but that was only a season. I had committed to it, put my head down, pushed forward and did it. I am fortunate enough to have a semester class so I knew that once the videos were done I wouldn't have to worry about doing them for the second semester. Semester 2 has been about tweaking the classroom end and working the bugs out of my flip.

So has it solved all my problems?

I say to people all the time, "The flipped classroom has solved more problems than it has created." and it is true. There are still frustrations though. I have kids still getting 25% in class because they don't do anything ... notes/emails home, phone calls, progress reports, administration interventions, PBIS, etc .... they still just don't do anything. But.... they always have access to everything when and if they choose too, and I have put them 100% in the center of the learning environment so I am not "accused" of not doing something. It's all right there for them to take and do.

I love that part!

The kids are accountable for their learning and I am accountable for giving them an OPPROTUNITY to learn.  I am providing a differentiated, individualized environment for every student 24/7. Most take advantage of it ... some don't. That is the reality of the human condition. We all make choices and have to live with consequences good and bad. The Flipped classroom provides both of those experiences for students.  They can choose to take advantage of the learning opportunities set in front of them, or not.   The ones that take advantage of those opportunities are very successful (even the special ed, ELL and at-risk kids), and the ones that are not taking advantage of the opportunities are struggling … just like in a traditional classroom.  But my videos and quizzes are still there for them if they want … it’s up to them.

Just the other day I had a student in one of my “challenging” classes say “you know, when I watch the videos, class make so much more sense … I actually know what is going on now!”  She was one that sporadically watched the vodcasts or consistently watched them “late” so we had already moved through the application pieces in class.  When her grade was starting to deteriorate, she started following the suggested timeline for the videos and “Voilà” class made sense for a change.

In saying that … I have another student in the same class say to me “now let me get this straight, I can watch the video, take the quiz as many times as I need to and do my homework in class … you have to try really hard to fail!”  I said “Yup!”  …. He is failing ??  It can be frustrating when kids still won’t take what you have put in front of them.  Lead them to water … but they have to drink.  Most do, some don’t but ALL have the opportunity to succeed.  That is what I love about my Flip!

Got a list ... PUZZLE it

For the last few years I have been trying to do more hands on type of learning and less lecture but the content lectures always seemed to push the activities short.  Since I was turned on to the flipped classroom my teaching world has been radically changed.  Now all these ideas and activities can now become a more focal part of classroom time.  One activity that I have done in my traditional teaching as a " break" from lectures can now be used as a more useful teaching tool.  It is pretty simple and honestly I got the idea from someone else so I cannot take the credit for this simple idea.

Basically this activity works best when you have a list of things for students to learn.  I use it primarily as a tool to present a large list of suicide warning signs.  What I did was take the list and broke it down into groups of 4 and put those 4 on one sheet of colored paper.  I did this with each set of 4 things.  I ended up with about 5 sheets (20 things total).  I put each set of 4 on a different colored sheet of paper and then cult each up into about 8 pieces thus creating a puzzle.  I put all the pieces into an envelope and give to a group of students to put together.  Once each puzzle is out together, the students then copy the list down in their notes.  It is just a quick, entertaining, simple way to get students engaged in and write down an otherwise meaningless list of "things". 

Here is how I use the puzzles in class: 

We are in the middle of our suicide/depression unit.  The students have watched a video in class about a true story of a boy who was depressed and suicidal and eventually committed suicide.  What the students were to do during the video is identify any warning signs they observed in the video.  We have not talked about these warning signs yet so I am seeing what they already know and allowing them to see that they have some intuition when it comes to identifying risky behaviors.  The following day I break them into groups and hand out an envelope with the puzzles.  They put the puzzles together and copy down all the actual warning signs in their notes.  Then they check off all the warning signs they noticed in the video the day before by comparing their lists with the notes they just took from the puzzles.  I then ask the groups to report on what warning signs were clearly present in the video.  Here you could even incorporate a white-boarding activity as a way to have students identify lists or themes from the video.  (See white-boarding).  I usually have just done a Q & A but I am looking to integrate the whiteboard idea or even a google doc?

The kids seem to like it because it allows them to work together, accomplish a task and write out a simple list.  The kids also shift their attention about every 20 mins so it makes the class go quicker.   It is a cheap, easy and quick way to get kids to copy a list in their notes and not feel like they are just copying stuff down.  You can make this strategy work for just about anything.

Give the note puzzle a try and see how you like it.

Whiteboard it ...

I have been reading some articles and blogs on white-boarding.  It seems like a pretty simple concept and it reminds me of the old school slates that the one-room school houses used to have.  Each kid would have their own slate and chalk and could write their answers on the slate to show the teacher their work.  I see the white-boarding idea as the same thing.  I have tried a few different activities with the whiteboards and it has worked pretty well.  It is pretty simple; you give a group of kids a whiteboard and let them go.  It is a quick, unique and easy way to have students and/or groups of students answer questions, draw examples, demonstrate knowledge or apply material.  I love to have the students use pictures and symbols to answer questions too.  They love using the dry erase markers and write on these big sections of whiteboard.  Whiteboards are easy to erase and totally reusable.

To make the whiteboards simply go to a home improvement store and get two 4 x 8 sheet of mar lite (shower surround) and have your HS wood shop class cut it into sections.  They cost anywhere from $6.00 - $10.00 per sheet.  You can cut up some old T-shirts to use as erasers and then get some Dry-Erase markers.  You can be up and running for about $30.00-$40.00 easy!  The diagram of what I use in my class is for 2 different sized white-boards based on a class size of 24-32.  The large boards can be for up to 8 groups and 24 small boards to be used in pairs or individually.   The large boards are 32” x  24” and the smaller boards are 10.5” x  12”.  I have a diagram pic of the cut sheets below

 Here is an example of an activity I did in class just yesterday.  We have been learning about emotional management and have been learning skills to act “different” when we get angry, frustrated, anxious, etc.  The skill we are working on is Decision Making.  They have already seen a vodcast on the skills and we watched a clip from “According to Jim” from youtube (see “Using YOUTUBE to help YOUTEACH”).  Now we are looking at making good decisions. 

I gave them a decision making worksheet (click here) and they had to come up with 6 choices concerning a situation I gave them.  The idea is to show there are always options … good ones and bad ones but there are always options.  They filled out the worksheet in pairs and then I had them write down the options they came up with AND draw a stick figure picture to represent each choice.  They also needed to somehow identify the option they felt was the best for the situation.  I then had them bring their boards up to the front and display them on the front board as we discussed their choices.  Again, the point was to show how many options they have in any given situation and to practice their decision making skills.  He kids had a blast using the whiteboards and coming up with pics to create for their options.  Some get pretty creative like “Throwing a Monkey at them” …. ;-) 

The white-boarding activity can be used for lots of different things and it puts the creating in their hands.  Instead of me at the front writing things, they can be doing it at their desks in pairs, groups or individually.  You can use it for review games, content games, graphic organizing, Pictionary activities, etc.  The sky is the limit.  Having a quantity of markers is a plus but even one color is fine.  The kids just like doing stuff on the boards.  Here is where you see your art kids shine in class!!

Give White-boarding a try.  You are only limited to your imagination.

Using YOUTUBE to help "YOUTEACH" ...

I’m sure all of us that are using technology and conscious of the Flipped Model are more than familiar/comfortable with youtube.  I know there are lots of other video platforms out there like Vimeo, Schooltube, etc … I am using youtube because it is what I am most comfortable with and it is not blocked by our school district ;-).  I also go right from youtube not from downloaded sources and the clips are short.  I am not trying to "watch a video" but merely using a short clip as a means to create deeper understanding or a discussion point for class.

Using video clips can be great visual and conceptual tools for a lesson.  I use them all the time for “case studies” in my area of health education.  I am amazed at what is out there to use as supplemental clips to aid in discussion, demonstrating a point, connecting a concept, etc.  it sometimes is as simple as typing in a situation to search and viola … you’ve got a bunch of clips to choose from.  You can pretty much use youbtube just like a search engine or even use a search engine's video search.  I simply type in a show I think would work and some buzz words like "Big Bang Theory Breakup" "According to Jim Anger", "Seinfeld Gonnorhea" and see what shows?  Sometimes you can click the similar links that pop up and guide you to a perfect clip somewhere else.  Try to be as specific as you can in the title to narrow a search. 

Now obviously there is a lot of inappropriate stuff out there so I would never blindly pull up a clip and show it in class.  Also beware of student suggestions on-the-spot too.  Many kids will say “Oh, pull this video up it is perfect for this situation.”  Their view of school appropriate and an adults’ view of school appropriate are WAAAAAY different.  I am all for student suggestion but I definitely preview before I present.  I have been burned on that one before!!

Here is an example of how I used a clip from “According to Jim” off of youtube to illustrate a point about emotional management.

First, the students have watched 2 vodcasts about emotional management.  Vodcast 2.1 talks about how the brain processes emotional stimuli (Amygdala & Pre-frontal cortex) and Vodcast 2.2 talks about the 6 skills for reacting better (Recognizing A.N.T.s, Using diffusers, Compassion, Decision making, communication & relaxation).

We have talked in class a little about the concepts of the A.N.T.s (Automatic Negative Thoughts) & Diffusers.  I then play the clip and have the students answer questions either on paper or in a google doc connecting the concepts from the vodcasts, class activities and the clip.  I love using popular TV sitcoms because they are usually well known, funny, and usually accurate in some exaggerated spectrum.  Seinfeld, although dated, provides many good life lesson clips!!  I also like “the Big Bang theory” especially in dealing with communication & relationships.  There are a ton of shows out there but those have been a few I really like.  PSA’s are also great to find too.   Usually short but very powerful (“this is your brain on drugs … any questions”) we tend to remember those!!

In a classroom setting, I simply pull the clip up in class and we watch it together, but you could easliy link the video off of a website or moodle and have the kids watch it and answer the google doc questions in small groups or individually.  Lots of options here.

Here is the according to Jim clip and the According to Jim google doc with questions I use. 

I also included a few other clips I use in my class over the semester.  (Keep in mind I teach health & sex education so I have a little more “spectrum” to include .. ;-)

  

Seinfeld "Shrinkage" (Male reproductive system)

  

TBBT "Screwed" (Relationship problems)

 

Montana meth Project "Not Gonna Be that Guy" PSA

   

Give some clips a try to make your content a little richer and open up those classroom walls to the world. 

Streamline your class with QR codes

I have started a new obsession with QR codes.  QR codes are those square thingys that a lot of advertisers use to get you to their websites.  QR codes though are simply a link to a website, document or any other web based thing.  Now that I have been getting more comfortable with web based activities I am seeing the convenience QR codes can offer.   I am 100% in on putting the learning on the shoulders of the students and giving them every opportunity to get the information at their pace.  QR codes have become another tool to help with that. 

I have completed my first semester of flipping my health education classes.  I have vids done, note sheets done and vid quizzes done.  Now I am in the process of tweaking those things as well as the classroom activities I do.  I have worked to trin my students how to access the classroom materials from a variety of settings (basically problem solving) so they have options.  I have my website www.healthteacher.com where all my vids, notes and quiz links are.  We have a classroom account on Edmodo where students can access my videos from a shared folder, students can subscribe to my YouTube channel or they can pick up a cd with the videos on them. 

For my note sheets, i usually print them out and have them available in the classroom and i have them on my website for download.  Now, I am in the process of converting my notes from a PDF format to google docs where I now have a web based document.  Students have two options to get the note sheets.  Pick one up in class or download an print one off the website.  I worked on this first semester but I found that most kids watched the video & took the quiz without taking any notes.  That bit them in the butt come unit test & exam time.  Now I hand out the note sheets (I call them W3's Watch, Write & Wonder  - another blog on this to follow) so everyone's gets one.  Then, if they "misplace" it, they can pick up or download a new one.  I think this also helps remind them to watch the vodcast when they have a W3 in their hand.

What I can to now is copy my video URL and go to an online QR code maker and create a QR code for my video.  I can label and post that code anywhere now.  In the classroom, on desks, on the walls etc.  I thought .. "Why stop there?"  I then took the URL for the video quiz and made a QR code for that.  Now I can post that code where I want.  Now the kids can just scan the code and the video or quiz will pop up right there on their phone, iPod or tablet.  Now the question is where to put these codes? 

Well I had another break-through and thought, "what if I put these codes right on the W3?"  Viola .... I tried it.  On my notes sheet I put a QR code in the top corner for the video and a QR code on the bottom corner to link to the quiz.  With that one note sheet they can link directly to both the vodcast AND the quiz without going to any other sources.  In a sense it streamlines the process and make access quicker.

I also use QR codes on scenario worksheets in class.  I attach a QR code to the bottom of the sheet that is linked to a google doc with questions to answer.  Now they can just submit the answers and I can see what they have completed.  This eliminates the "do we still need to keep this?" question.  They submit it at the end, and I can record scores and check work with no paper trail.  It also makes make-up activities easier when they can look at a scenario sheet online and scan the QR code and submit questions without ever printing off a piece of paper or picking anything up from me.  I simply gives them what they need when they need it.

You just need to have your students download a scanner app (free on both iOS and Android) and they are ready to go.  It's been pretty fun playing around with QR codes and finding new ways to use them.