Digital History Agenda

Link to Shared Google Folder


9:00-9:30 – Introduction to the Course

○      Give a group overview
○      Let participants play/learn at their own pace (with tutorials)
○      Problem? First Google it, then ask a peer, finally ask the ‘wise guide’
○      Social learning, sharing, reflection and application

  • What do you need to do for credit?

○      For Recertification credit – be fully engaged, complete two badges, online discussions and course reflection

○      For Graduate credit – be fully engaged, complete two badges, online discussions, plus research project on the impact of Common Core in your practice and three lesson ideas.

  • Badges, huh?

○      Digital badges are one way of creating a more learner-centered, self-paced classroom

○      To earn each badge, you must show mastery in a series of quests and tasks

○      You will be given time to work on each quest, as well as extra time in the afternoons

○      Badges are based on proficiencies needed to overcome common problems of the 7-12 grade social studies classroom

○      Will flesh out and finalize badges this evening

  • Norms

○      Nobody has a monopoly on the truth

○      The goal is to learn from one another

○      Attempt to find the error in what you believe and the truth in what other’s believe before speaking

○      Other?

9:30-11:30 – Digital Introductions (Part of Opportunity Maker Quest)

  • Work on Opportunity Maker Quest – Flipped Off Task
  • YOUR GOAL: Make a creative introduction of yourself using (or an alternative tool) and record your introduction using Screencast-o-matic

11:30-12:00 – Workflow, Portfolio, Reflection

  • Create a Google Drive Folder, Name it ‘Digital History, Last Name, First Name’ and share it with me –
  • Change access from private to public
  • Create a sub-folder, Name it ‘8 Hour Teacher’
  • Create another sub-folder and name it ‘Wise Guide on the Side’
  • Create a document, rename it ‘Reflection and Lesson Ideas’

12:00-12:30 Lunch

12:30 – 1:130 Share Digital Introductions

1:30-1:45 – Discuss TPACK, SAMR, UDL and Extension Questions

○      Present core concepts in as many different ways as possible (multi-modal)

○      Project options – high expectations with different options

○      Scaffolding, repetition,

  • Great questions to ask

○      Does student work have a purpose outside of this class?

○      Is there a way of combining process and product to make the learning more efficient?

○      Will this lesson help students succeed in career or college?

○      Will this lesson help students become a more engaged citizen?

○      Do students have some choice in what they learn?

○      Do students have choice in how they learn?

○      Do students have multiple ways of learning the essential content?

○      Do students have multiple ways of demonstrating their knowledge/skills?

○      Do students see the direct relevance to their lives?

○      Does the lesson offer realistic learning opportunities for all students?  Is it adequately differentiated?

○      Does the lesson integrate the community (parents, other schools, community members, local business, experts in the field, etc)?

○      Will students feel proud of what they have accomplished?

1:45-2:00 Nature Walk

2:00-2:45 Begin working on the Digital Organizer! Quest

Your Challenge: UseDiigo (or another social bookmarking site) to manage and organize your web-based resources.


○      Create a Diigo Education Account

○      Join our VT Digital History Group

○      Add at least 2-3 of your favorite web resources to our VT Digital History Group

○      Think about the tags you might use in the future and share them with me using a Google Doc.

○      Optional Challenges: Highlight and annotate a website, take a selective screenshot, import bookmarks from your computer

○      Record yourself bookmarking a site and adding it to our group and upload the video into your 8 Hour Teacher Folder

2:45-3:00 Discuss Homework for the night

  • Show how to start a class using Schoology
  • Show how to create a threaded discussion assignment



○      How did the following resources strengthen and challenge your beliefs about education?

○      Respond to at least one other post with a meaningful comment.

○      Extra Challenge (optional): respond using audio or video

Schoology Course Access Code – 28SVK-TS6H3


3:00-4:00 Facilitated Work Time

  • Work on homework, reflection, lesson ideas, or badges



9:00-9:30: Discuss Agenda, Badges, and Syllabus Changes

9:30-10:30: Discuss Last Night’s Homework (Part of Guru Guide Quest)

10:30-11:00: Tying Up Loose Ends

11:00-12:15 Create your own PLN – Cutting Edgeucator! Quest (Part of 8 Hour Teacher Badge)

Description: Learn how to use various technologies to stay up to date on current innovations, techniques and trends.

Your Challenge: Create your own personal learning network (PLN)


  • Spend some time researching people, groups, or organizations that regularly share high-quality information regarding technology, content or pedagogy.
  • Follow at least two people, groups, or organizations using either email subscriptions, Twitter, Facebook, or an RSS Reader.
  • Describe your PLN on a Google document with links to who you follow and why you chose to follow them – or create a screencast of the sites and discuss why you chose to follow them, then upload your video into the 8 Hour Teacher Badge folder.

Some places to start:

 12:15-12:45 Lunch

12:45-2:00 – Feedback Facilitator! Quest (Part of 8 Hour Teacher Badge)

Description: Learn how to use various technologies to give more effective and efficient feedback to students.

Your Challenge: Find 2-3 technologies/techniques you can use to provide better feedback to students.


  • Start by exploring the resources below and engage in whole group discussion about giving feedback.
  • Share your 2-3 techniques you will integrate into your practice on a Google document or by using a screencast and uploading it to your 8 Hour Teacher Badge folder.


2:00-2:15 Nature Walk

2:15-3:00 Continue Working on Feedback Facilitator Quest

3:00-4:00 Facilitated Work Time

  • Work on homework, reflection, lesson ideas, or badges



9:00-9:30 Review Agenda & Homework Debrief (Part of Guru Guide Quest)

9:30-10:00  Fun and Useful Apps

  • Helium Lite
  • Meme Generator
  • Open Office Suite

Effective Feedback

Don’t assess everything – focus on particular goals/standards

Ask them – “is this your best work”

Use Google to find plagiarism

Google your prompts/questions ahead of time

Do not assume students know how to paraphrase, quote or cite (research)

Do a ‘baby’ research project

Have students break down a resource into Arguments and Evidence

Teach students about bias

Take a thesis and find a resource that backs it up best –

Teach difference between opinion and facts

Assess strength of argument based on evidence (validiity)

10:00 – 12:00 Digital Batman! Quest (Part of 8 Hour Teacher Badge)

Description: Is your utility belt full and ready to go for the new year…?

Your Challenge: Locate a variety of useful web-based resources for each of the 3 TPACK realms


  • Use the following links below to search the web for web-based resources that will be helpful to you next school year
  • Find as many resources as you can (at least 10, with 2 related to the Common Core) and share them using Diigo – also please copy and paste the links on a Google Document that should be inside your 8 Hour Teacher Badge Folder
  • On that same Google Document (or with a recorded screencast), please choose your favorite 1-3 web resources and create a quick annotation:

○      What is the resource?

○      How do you plan on using it?


○      Web Search Strategies by Common Craft

○      Google Advanced Search Techniques

○      Presentation Teaching About Google Advanced Search

○      Google Search Tips and Tricks

○      Google Search Tips Classroom Posters

  • Specialized Search Engines

○      Kids Click!

○      Pics4Learning

○      Zac Browser

■      Video about Zac Browser


12:00-12:30 Lunch

12:45-2:45 Workflow Whiz! Quest (Part of 8 Hour Teacher Badge)

Description: Learn how to make your workflow and communication with parents and students more efficient and effective using various technology tools and instructional techniques.

Your Challenge: Create or improve your digital space(s) and rethink your workflow plan.


  • Prioritize and share your needs –Link to detailed directions
  • Engage in discussion about options
  • Choose the best choice, build a space, and share it with me using a Google Document (or show it to me using a screencast video)
  • Create a new workflow plan and share it with me using a Google Document or screencast

Optional Resources:

  • How to manage student work that has been emailed to you.
  • What are some other workflow issues?

○      Getting creations off an iPad – remember to PUSH and PULL (camera roll & Google Drive)

○      Blogger,WordPress,Edublogs,Student Blogmeister

○      Wikispaces

○      Google Sites

  • Post Presentations and Upload Documents

○      Prezi,Slideshare,Google Presentations

■      Click here for great video tutorials about creating a Prezi

○      Issuu,Google Docs,Docstoc

  • Set up a Course Management Program



○      Haiku

○      Moodle,BlackBoard,Sakai

○      Edmodo

■      Take a look at this Edmodo Demovideo for more info.

  • Share Links

○      Diigo,Delicious

■      Click here to see a Diigo example.

  • Additional Tools

○      LiveBinders

○      Scoop It

○      Evernote

○      Dropbox


○      Mailchimp

  • Storage in the Cloud
    • Google Drive
    • Dropbox
    • iCloud
  • Viewing Videos – Can’t watch a video?

○      VLC Media Player

2:45-3:00 Nature Walk

3:00-4:00 Facilitated Work Time

○      Find 2-3 quotes that challenge or strengthen your beliefs about teaching and learning.

○      Highlight the quotes and then add a comment explaining why you chose this quote.[1]

○      Reply to at least one other response.



9:00-9:30 Homework Debrief (Part of Guru Guide Quest)

9:30-10:00 Discuss Course Expectations, Reflector Quest, Portfolio & Exhibitions of Learning

  • Portfolio

○      You should have a portfolio of work that represents your learning in each quest

○      You can use you a Google Drive Folder or a Google Site to store your work

○      For each quest, you should have a separate folder or page and you should write/record a BRIEF reflection on what you did that shows you met the goals of the quest.

○      You should also upload or embed anything you created during the quest (Diigo account, Google Site, LMS, Toolbelt of Resources, etc. etc.)

  • Exhibition of Learning and Sharing

○      The point of this time is NOT to give us an overview of everything you learned this week.

○      Rather, this is a time when each of us can share the best tools, tips, apps, ah-ha’s, resources, lesson plans, workarounds, instructional strategies or anything else you think might help each other advance our profession.

○      The sharing out should be between 5-15 minutes long.

○      Please create a Google Doc (title it ‘YourName Exhibition of Learning’) to organize your thoughts and add links to any resources you might be sharing with us.

○      Upload it to our shared folder (Digital History Resources)

  • Reflector Quest

○      Use the tool of your choice to record a final reflection that answers the following questions:

■      What were the most significant things you learned this week?

■      Would you recommend this course to your colleagues?

■      What suggestions do you have for improving this course?

○      This can be a simple monologue of you speaking, or you can use a tool such as Screencast-o-matic or Explain Everything to add visual elements to your final reflection.  It is a challenge by choice.

○      You can make one video or one for each of the three questions

  • Common Core Quest (Grad credit only)

○      Explore the CCSS for Social Studies and write/record a brief statement about the impact you feel the CCSS will have on the teaching of Social Studies.

  • Lesson Maker Quest (Grad credit only)

○      Briefly describe 3 lesson ideas that were prompted by new learning this week
Rethinking Learning styles

” In other words, learning styles shouldn’t be used as an excuse by students or as a panacea by educators.”

Great point Greg.

To back up your argument –

Dr. James Witte, Auburn University Associate Professor of Adult Education, does not advocate testing perceptual modalities with children, however. “You have to read over and over again before you decide you like reading,” Witte says. “I’m not sure that the child has sufficient neural network based on repetition to legitimately establish a modality preference. If a kid is just learning to read, why would you expect him to have a preference for reading?” (

“As far as Gardner goes, he is still alive and has written often about the fact that educators often confuse Multiple Intelligences Theory with Learning Styles Theory.

In Howard Garner’s own words….

“About Learning Styles: Educators are prone to collapse the terms intelligence and style. For informal matters, that is no great sin. However, style and intelligence are really fundamentally different psychological constructs. Styles refer to the customary way in which an individual approaches a range of materials—for example, a playful or a planful style. Intelligence refers to the computational power of a mental system: for example, a person whose linguistic intelligence is strong is able readily to compute information that involves language. Speak of styles, speak of intelligences, but don’t conflate the two if you can help it. For further discussion of this point, see Chapter 6, myth #3, in my book Intelligence Reframed.” (Howard Gardner,

Also check this out…

If there is no scientific support for learning styles then why do we believe they must exist? We also discuss multiple intelligences. While there is support for this idea, many people are confused as to what Howard Gardner really says about his own theory. Let’s see if we can set the record straight about learning styles, abilities, and intelligences in this episode of The Psych Files.

Read more:


Quick Presentation Clarifying Key Points

Last month, however, a group of cognitive scientists released a study concluding that the practice of shaping instruction around learning styles has no demonstrable effect on the individual student’s grasp of classroom material. The authors of“Learning Styles: Concepts and Evidence,” which appeared in the December issue ofPsychological Science in the Public Interest, concluded that “there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number.”  (

We may be doing more harm than good in teaching students to identify their ‘supposed’ learning styles.

10:30 – 12:00 Work on Opportunity Maker Quest (Part of Wise Guide on the Side Badge)
: How can we use technology to provide students with greater opportunities to learn?

Your Challenge: Find some new tools you can use to create more student-centered, self-paced learning opportunities for your students.


  • Explore the following tools and choose 2 or 3 you might use in your classroom to provide students with a self-paced learning opportunity.
  • Describe the tools you chose and how you may use them and add it to your Opportunity Maker Quest Google folder (or page).


○      Media Master

■      Places to find great videos

■      How to download videos from the web


○      Flipped Classroom


■      Screencast-o-Matic

■      OmniDazzle (Mac only)

■      Katie Gimbar “Why I Flipped My Classroom” –

■      It’s not the videos that have transformed my classroom!

■      Experience a Flipped Lesson on TedEd –

○      Flipped for You

○      Community Engagement  (service learning, exhibitions of Learning, discussions, panels, luncheons, interviews, ethnography, QR codes)

○      Gateway Assignments

■      Use Schoology or Edu20 to create lessons with ‘gates’ students must go through in order to access the next assignment (use Bloom’s Taxonomy)

○      Social Learning

■      Subtext

■      SmartBoard

■      Google Docs Collaboration

○      iBooks and eBooks

■      iBooks Author (Mac users with 10.7 OSX or higher) Comprehensive Tutorial

■      Epub Bud

■      Story Kit App

■      Book Creator iPad App

■      5 Apps for Creating eBooks

○      Historical Role Plays and Scenarios

■      Voices of a People’s History –

○      Games and Interactives

■      Playspent




○      Virtual Field Trips

12:00-12:30 Lunch

12:30-2:30 Work on Disaggregation Diva Quest   (Part of Wise Guide on the Side Badge
: How can we use technology to provide students with more choice in how they demonstrate their learning?

Your Challenge:  Find some new tools your students can use to demonstrate their learning in different ways.


  • Explore the following tools and choose 2 or 3 you might teach your students to use as a way to demonstrate their learning.
  • Describe the tools you chose and how your students will use them and add it to your Disaggregation Diva Quest Google folder (or page).


  • Video editing

○      iMovie

○      Movie Maker

○      WeVideo

○      Animoto

○      Videolicious

○      6 iPad Apps for Video Editing

  • Image Editing

○      BeFunky

○      Snapseed

○      Fotoflexer

○      Pixlr

○      Instagram

○      iPad Apps

○      More iPad Apps

  • Animator

○      Keynote (video example)

○      PowerPoint

○      Powtoon

○      iMotion HD

  • Cartoon Makers

○      Stripdesigner

  • Concept Maps, Diagrams & Timeline Tools



○      Lucid Chart

○      Great Timeliner Tools

○      Explain Everything

○      iMovie

○      Story Kit

○      Evernote

○      Notability

○      Skitch

○      Nearpod

  • Powerful Presentations

○      Prezi

○      Keynote

○      Tips for creating great presentations

○      More tips with handouts

○      Have students give feedback on a great student presentation (Adora Svitak or Birke Baehr)

○      25 TED Videos Every Parent Should Watch

○      Garr ReynoldsPresentation Zen

○      Haiku Deck


  • iBooks and eBooks (see above)
  • Audio

○      Vocaroo

○      Schoology Enterprise

○      Garage Band (Mac only)

○      Audacity (PC and Mac)

○      Griffin iTalk App  iTalk Sync Software (how to use iTunes to convert a song to .mp3)

○      VOX POP & Ethnography

○      How to find copyright free audio

○      Download Audio from a Youtube video




  • Word Clouds

○      Wordle

○      Tagxedo

2:30-2:45 Nature Walk

2:45-4:00 Facilitated Work Time

  • Work on homework, reflection, lesson ideas, or badges
  • Homework: Earn a Smithsonian Badge



9:00-10:00 Debrief Homework and Discuss Guru Guide Quest

Guru Guide Quest

Description: Hey man, what is our purpose?  What should we teach?

Your Challenge: Discuss how the following resources strengthen and challenge your beliefs and classroom practices.

Directions: You do not have to do anything. You have already demonstrated this knowledge in the homework forums.

Questions to Ponder:

  • Critique the Common Core movement.
  • How do we balance depth and breadth?
  • What should we teach?
  • How should we teach it?
  • How can we provide more choice in what students learn, how they learn it, and how they demonstrate their learning?
  • What are the essential proficiencies we are trying to teach? (Critical Thinking, Recognizing Bias, Research, Political Ideologies, fact from opinion, validity, etc.)
  • What is the hidden curriculum of our schools and our classrooms?
  • How do we engage students in the political process?
  • How should we assess and how should students earn credit (badges, proficiencies or carnegie units)?


○      Zinn’s – Politics of History

○      Samuel Wineburg – Historical Thinking

○      James Loewen – Lies My Teacher Told Me

○      Wiggins’s ‘A Diploma Worth Having

○      ShareRSA animate short of Sir Ken Robinson

○      Greg K. lesson: RSA Animate  –

○      Share spoken word – ‘What teachers make

○      Nurture Shock

○      Daniel Pink’s Drive

○      Brain Rules – John Median

○      Carol Dweck– Fixed vs. Growth Mindset

○      Mayflower – Nathaniel Philbrick

○      Team of Rivals – Doris Kearns Goodwin

○      1776 – McCuulogh

○      Rethinking the American Revolution – Ray Raphael

○      Post-American World – Fareed Zakaria

○      Hot, Flat and Crowded – Thomas Friedman

○      Robert Marzano –

○      David Jensen (Brain-Based Learning)

○      Searching for the Roots of 911 – Thomas Friedman (video)

○      History Lessons

○      Teaching What Really Happened  – James Loewen

10-11:30 Facilitated Work Time

11:30-12:00 Brucie’s Exhibition of Learning

12-12:30 Lunch

12:30-2:00 – Facilitated Work Time

2:00-4:00 Exhibitions of Learning, Sharing, Celebration, Course Evaluations

Completing Badges, Creating Reflections, Sharing and Celebrations

Other random ideas:

  • Use google docs to research a topic – Pick a topic, find a resource, tell me what you learned, and how useful the resource was, then pick another resource, etc.

My Brother Sam is Dead – novel on American Revolution

Simplified rubric with proficient criteria only


Screencast Uses

  • create quick and effective tutorials
  • students use to ask questions about how to do something
  • students use to present their work in a ‘canned’ format – video

Share student journalism –

Digital copies of reading – is it legal to upload to google docs?

How to collaborate with Ted-Ed

John Smith piece on canibalism

Also flight to freedom

Gosoapbox over socrative – ease of use, easier to get comments.

Presentation versus lecture

Exhibition of Learning

  • Course Reflection
  • Sharing key tips

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