Designing a Frolyc lesson...my process

It's been a long time since I've posted, but I was inspired to write again after I started to design a Frolyc lesson for the student I tutor.  After talking to a colleague about how I put lessons together I decided to detail my process.

• Decide on a personalized, high interest topic.  During our last tutoring session we talked about summer activities.  I decided to design an activity around the idea of  going on a road trip.
• Page 1 - Intro to the topic via relevant text (website), video or a combination of the two.
• Page 2 - Additional information on the topic from alternate sources.
• Page 3 - Quick check for understanding using multiple choice or short answer question.
• Page 4 - More info and set up of main task involving a longer response requiring more critical thinking.
• Page 5 - Pose an in depth question with space for the response.
• Page 6 - Allow the student to show their understanding in an alternate and more creative manner by producing and labeling a drawing.

I haven't assigned the activity yet.  I'll post some "before" screen shots below and follow up with screen shots later in the week once the activity has been created.

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Frolyc Recognition and "Testing the Test"

Sometimes life gets in the way, so it's been awhile since I've been able to post.  Since the last post there are two topics I feel compelled to write about! 

First, Frolyc, the iPad app that I use to create personalized lessons for a student I tutor has created some buzz lately by being nominated for an edtech digest award (http://edtechdigest.wordpress.com/) and featured in a education article for the Mercury News!  I still love using this app and the creator is constantly tweaking and updating features making it a dynamic and relevant tool for delivering content to students.

http://edtechdigest.wordpress.com/etd-awards/enter/

http://www.mercurynews.com/san-mateo-county-times/ci_25367875/margaret-lavin-frolyc-hot-new-app-parents-teachers

https://www.frolyc.com/

Next, the reality of computerized testing at the elementary level has arrived.  Last week 3rd through 5th grade classes rotated through the computer lab at our school, getting their first independent exposure to the Smarter Balanced Assessment Test (http://www.smarterbalanced.org/).  Students used a secure browser to take a short training test in ELA and Math to help them prepare for the official California state-wide field testing that begins today through June.  Within that time frame districts can determine when school sites will take the test.  http://www.latimes.com/local/la-me-standardized-test-20140325,0,7010054.story#axzz2wzUuRz8i

As a Technology Resource Teacher I facilitated the 3rd - 5th grade SBAC training tests and was intrigued watching students take the test.  There seemed to be certain degree of excitement toward the new format and it was a better experience, from my perspective, than looking over rows of daunted students with their test booklets and bubble answer sheets.  Still, it was easy to see who was putting effort into the test and who was going through the motions.  Yesterday during our computer skills classes I used Google Forms to get feedback from the students on their feelings towards the new computerized test format.  Overall students seemed to prefer the new format, but some would prefer to go back to the old bubble test! 

Some initial student reactions are below.  We'll see if their feelings change after they take the longer field test and performance task!  http://www.smarterbalanced.org/