Archive for the ‘iPad Apps’ Category

Formative Assessment With the App NearPod

Posted on: April 11th, 2014 by Chris Loat

Janice Novakowski and I were invited to work with three intermediate colleagues at Blair Elementary as part of their Innovation project for the 2013/14 school year. One of the goals of their grant application was to investigate ways in which technology can help with formative assessment. After sharing a few webtools and apps with the teachers, we decided together that NearPod might best meet their needs.

nearpod_Mathnotebook

This student took a photo of the work they did in their notebook and highlighted the specific question for the teacher before submitting it.

NearPod is an app that combines presentation, collaboration and real-time assessment tools into one integrated solution. The app creates a wireless connection between the teacher and all students’ iPads and allows them to share work that between them. Teachers can create a lesson and manage that content on the students’ iPads. Responses by students on the iPad can be sent to the teacher during the lesson. This app can be used in various situations with all learners and we have found it to be a versatile app for formative assessment.

We felt NearPod would best suit the teachers’ needs because it provided specific formative feedback for each student (as opposed to general feedback about the class as a whole that you would get with the webtool PollEverywhere.) The teachers at Blair were looking at how immediate feedback during a lesson might inform their instruction and provide feedback to students in the area of mathematics and in writing. While planning how to integrate this app into the classroom experience, we realized that it is not necessary to create an entire NearPod lesson for each time you use the app. Instead, teachers can create a lesson with 5-6 blank pages, formatted as a ‘Draw It’ page and a couple of blank pages formatted as ‘Open Ended Question’. As the pages are blank, the prompts need to be provided by the teacher, and can be:

    1. written on the board/screen at the front of the room
    2. read out of a book
    3. given verbally.

One ‘blank’ NearPod lesson can be used in different situations with the intention that the teacher provides the prompts each time it is used. The students can respond in a variety of ways including:

    1. writing on the iPad
    2. taking a photo of their written work
    3. taking a photo of manipulatives they have used
    4. drawing a picture on the iPad
    5. taking a photo of a passage/picture from a book.

Students can also annotate/mark up their photos they take, which would allow them to highlight something they want the teacher to notice.

nearpod_BLM

This student to a photo of the hundredths grid BLM used in the lesson, annotated it, and then submitted this as their answer.

On Tuesday, Janice worked with Kit Kwok as she introduced the NearPod app to her grade six students. One of Kit’s goals in using this technology was for her to receive immediate feedback when students began their practice questions in mathematics, so that she could provide support to the students who might need a mini-lesson or review before continuing on their own.

In this Math lesson, students provided their responses in two different ways: 1) Students completed the work took in their notebook and took a photograph of their response, often circling the answer to highlight it;  2) Other students took a photograph of the hundredths grid and then annotated it on the iPad before submitting it to their teacher.

nearpod_BLM2

This student completed their work on the hundredths grid BLM, photographed it, then annotated it in NearPod before submitting it to the teacher.

It should be noted that the Blair students are relatively fluent in using the iPads and were able to support each other and problem-solve as they learned how to use this app. Other classes may need more direction and practice before using it independently. It should also be noted that to start a lesson, students log in with a 5 letter passcode and download the template. Depending on the strength / speed of your wifi connection will determine how quickly the students can connect to the lesson. It is advised to stagger the log-in or do it well in advance.

Kit was very enthusiastic about the experience and was confident that this would be really useful to both her and her students. She liked how she could quickly see the list of students who had logged in and then being able to visually see who had submitted their work. She was able to click on a submitted file to enlarge it and see it in more detail and then provide immediate feedback to students as necessary. Going forward, it looks NearPod will provide the specific formative assessment needed to ensure our learners are understanding the concepts and information we teach on a daily basis.

~ Chris and Janice

Learning From the Students

Posted on: March 11th, 2014 by Chris Loat

One of the best parts of being a teacher consultant is when I get to learn new technologies, new approaches, or new ideas. Although the purpose of my role is to share ideas, approaches and technologies with others in our district, I often find myself on the receiving end of this learning. It is especially gratifying when it is a student who is doing the teaching, and today at Kingswood Elementary was a time when I learned 3 different things from students.

On the iPad, the keyboard usually appears as a solid keyboard across the bottom of the screen, but once in a while, it appears as a split keyboard. I knew that in Settings>>General>>Keyboard, there was the switch for displying the split keyboard. But did you know that if you put two fingers on the solid keyboard and separate them, it will turn into a split keyboard? I didn’t until a tech savvy grade 4 showed me today at Kingswood. The opposite is true for turning the split keyboard into a solid keyboard; tap either side with a finger and then slide your fingers together.

Using the two finger pinch to turn a split keyboard into a solid one

Using the two finger pinch to turn a split keyboard into a solid one

In this same class, we were using the app ‘Pic Collage’ to document some of their art work they completed during the year. While explaining how to put text on the screen, I mentioned there were 8 different fonts. A young grade 5 girl beside me ever-so-quietly pointed out that you could swipe left for more pages of font styles. Little did I know that THERE ARE FOUR PAGES OF FONTS IN PIC COLLAGE!!! I was ever so thankful, as were the kids in her class, otherwise they would have been ‘limited’ to 8 font styles. I have shown Pic Collage on many occasions and never noticed the 4 dots below the font menu (indicating more pages). Time to start noticing a little more carefully.

Little did I know there are 4 pages of fonts in Pic Collage

Little did I know there are 4 pages of fonts in Pic Collage

Lastly, when we were cropping the photos of their artwork, some students were struggling using the scissors to clip the photo. I showed them how to crop the photo in the photo album, but one student pointed out he uses a ruler to help guide his finger when clipping the photos in Pic Collage. He placed his ruler on the screen, slid his finger along the ruler’s edge, and ended up with a nice straight crop of his photos.

photo 2

Using a ruler to make straight clips in Pic Collage

What does this tell us? That we should allow our students to explore and learn on their own. That with a little bit of guidance around the big ideas of a lesson, students will easily figure out the details. That teachers should not be afraid to learn from the students, especially when it comes to technology.

Thanks to the students and staff of Kingswood for their enthusiasm towards learning about and teaching with the iPads and making me feel welcome each week I was there.

Formative Assessment On the iPad

Posted on: March 5th, 2014 by Chris Loat
photo

Students highlighting their work and recording their reflections with 30Hands

Today at Maple Lane, I taught a lesson on formative assessment to a group of grade 6/7 students from Sarah Beairsto’s class. What was unique about this lesson was that instead of using a pencil, students used the iPad, and specifically the app 30Hands. The students were in the midst of a project on extreme environments and Sarah asked me to do a lesson that allowed the students to do a reflection on the processes used to date for the project. As 30Hands allows students to attach audio recordings to photos, I thought this would be the right tool for the job. I taught the basics of the app to the class, then had the students take photos of the work they completed to date. This included all rough draft notes, any unfinished pages, completed pages, and any other evidence of work that was completed for the project. We then chatted about formative assessment. We brainstormed ideas for sentence starters that could be used in their verbal reflections and wrote these on the whiteboard. After this, we asked the students to record their reflections for each part of the project. In the end, each student had a 4-5 minute video of their photos and of their verbal reflections of the processes used in the project.

Formative Assessment Sentence Starters

Formative Assessment Sentence Starters

This lesson was a hit on many levels. Firstly, it was a collaborative effort between myself and Sarah (the classroom teacher). Secondly, if focussed on the process used in completing the students’ work. Focussing on the process (instead of the product) is so valuable for students, and bringing it to their consciousness is paramount in them understanding the importance of it. Thirdly, the iterative process of students recording their ideas further strengthens the understanding of processes used in thir project.

Will I do this one again? For sure! It has so many positives that I hope to model this lesson to every class I go into. Thanks to Sarah for the great idea and to her students for their thoughtfulness in completing these formative assessments.

QR Codes in the Classroom

Posted on: January 2nd, 2014 by Chris Loat

QR codes are becoming more prevalent in our society and can be used in a classroom in a variety of ways. They are popping up in our schools, and teachers are finding many different ways to use them.

Example of a QR Code

QR codes are those square shaped codes that contain different types of information and are used to direct people to some type of digital information. QR stands for quick response, referring to the quickness of accessing information once the code is scanned. QR codes, like the one to the right, are scanned using an app on a mobile device. I use the app Qrafter to scan QR codes, and there are many other that can be found in the app store. After scanning the code, your device will display some type of information, be it a url (website link), a text message, a photo, an email address, a voice message, or any type of information that could be made digitally.

There are a variety of ways to create QR Codes. Various websites offer free service to create them, including qrstuff, goqr, and qr code generator. I have downloaded a Safari extension that allows me to quickly make a qr code while browsing the web in Safari. Here is a quick video tutorial of how to install Safari’s qr code extension. There are also many free apps that can be used on your mobile device that also allow you to create qr codes, including qr code maker, qr code creator, fancyqr,  or qr scanner. QRvoice.net is a website that allows the user to type in up to 100 characters and the site will create a voice message and corresponding qr code. Lastly, some of these sites will ask if you want to make a static or dynamic QR code. Static codes are one link for one code, whereas dynamic codes allow you to change the linked information after creating/printing the QR code. Dynamic codes are good for teachers who want to use the same code for a long period of time but have different information from day to day or week to week.

So how are teachers using these codes in their classrooms?
1) One easy use is to create a qr code for your class blog / website and paste it into the students’ agenda or home/school communication book. This gives both students and parents quick access to your class blog / website and prevents the ‘I didn’t know the url’ excuse.

2) Christy Rollo and Joanna Fournier at Cook Elementary here in Richmond used QR codes to record student reflections about their art. Students’ art was put up in the hallway and their reflection was posted as a qr code beside their art work. While parents were waiting in the hallway, they could check out the art and scan the qr code to listen to their child’s reflection about the art they did.

3) Kevin Vines at Dixon Elementary created a scavenger hunt using QR codes. During a family teams activity in September, he posted QR codes around the school. Each family team had an iPad and they scanned each code to lead them to the next one. The students worked together and got to know the different parts of the school, which was a beneficial for the younger students and new students at the beginning of the school year.

4) During a research project, students can be directed to specific websites via QR codes posted around the classroom. Although there is value in having students find and assess websites for reliability and validity, sometimes it is worthwhile to point them to certain sites and using a QR code makes this easier.

5) Teachers can post QR codes on their website to provide additional support for lessons taught in class that day. These can be videos of the teacher doing the lesson or links to other sites (e.g. Khan Academy) that provide a different explanation of a concept.

6) Schools can create a virtual tour of the school by posting QR codes in different areas of the school. In the library, a QR code posted there could show a video of kids using the library’s various resources. At the front entrance, a QR code could provide information about the school’s vision, philosophy, etc…

7) If part of a student project is performance based (e.g. a demonstration of a Science concept), a video of this can be linked to a QR code that is attached to the written/hardcopy part of the project.

8) Give students a virtual tour of another city/country by linking a QR code to a youtube video.

9) Send home a QR code that is linked to a class newsletter. This saves clicks on the photocopier as you can print off 30 qr codes on 2 pages.

10) Link a QR code to some type of exit slip and have students give feedback before leaving the classroom.

11) Students can create a podcast of themselves reading their written work (personal write, poem, story) and the qr code linking this podcast can be attached to their written piece (ideally posted on a bulletin board in the hallway).

There are many other ways of using QR codes in the classroom. Sites such as Schrockguide or Educator’s Technology have loads of information on using QR codes.

 

Rererecording with AudioNote

Posted on: November 20th, 2013 by Chris Loat

Just returned from Homma Elementary where librarian Carole Wilson is having some grade 3/4 French Immersion students create animations with the istopmotion app on the iPad. Students had completed taking the photos for the animation and were ready to record the audio voice-over.

Before recording the audio, students practiced the narration of the animation by reading their scripts and recording themselves with AudioNote app on the iPad. Students were shown how to record and playback their narration with the app, and then found a quiet place in the library to practice. Students recorded, listened, rerecorded, listened again, and even tried it a third time. This practice proved useful for speaking their script in a fluent and clear voice. The repetition of oral language was beneficial for some as they required repeated attempts to pronounce their words correctly. Working in partners also gave students another means of feedback to ensure they are pronouncing the word properly. This iterative process is very important for language development and having the feedback loop by tapping the playback button gave the students a great idea of how they were pronouncing the language.

Using the App ’30 Hands’ in a Math Lesson Related to Multiplication

Posted on: November 7th, 2013 by Chris Loat 3 Comments

I paid a visit to my friend Patrece’s grade 4/5 classroom and I introduced her students to the app ’30 Hands’. For those who don’t know about this app, it is an app in which students take photos and put them into a slide show and then do a voice over for each slide. The students can then export their creation as a movie. I call these creations ‘Audio Slideshows’ and are a quick and effective way for students to explain their understanding or what they know.

The lesson I led integrated ’30 Hands’ with Math. The students were to make an audio slide show of different arrays they could find in the classroom. This helped with their understanding of the concept of multiplication and reinforced their basic facts. We did a quick review of what an array was and then we took a look around their room for examples of different arrays that were already in their classroom. Students pointed out the tote trays, their display of art work on a bulletin board, and the calendar were all examples of arrays.

Then is was time to take photos. We talked briefly about taking good photos and pointed out that all of the parts of the array need to be in the photo. Conversely, students could take photos of only part of an array if the array was too big. Students opened the app we navigated to the slide screen, after which they were sent off to take five photos of different arrays in or near the classroom.

After taking their photos, we reconvened the students and looked at what information needed to be included in their audio recording for each photo: 1) name the array in two ways  2) give the multiplication sentence and related facts  3) provide the answer to each multiplication sentence. We also talked about speaking clearly and loud enough so their voices could be easily heard, and about the fact they might need to find a quiet place near the classroom to do their recording.

Students then went off to find a quiet place to record. Most students found they had to do two or more takes for each slide, but eventually they all recorded their narrations for each slide with the relevant information. Students then exported their audio slide show as a movie and we shared them with the class with the classroom projector. I find the students are more apt to complete a well crafted product if they know it will be shared with the rest of the class. Below are a couple of samples of the student movies.

Was it a useful lesson for the kids? Absolutely, as it not only solidified their understanding of arrays and multiplication, but also introduced them to a very useful app. I remember one student in particular who did not fully understand how arrays connected to the concept of multiplication, but while rehearsing the narrations for her photos, the light bulb went on and she had a big smile on her face. Was it the verbal rehearsing or the visual in front of her, or the combination of the two that helped her understand? I wish I had asked, but one thing I know is that when students utilize verbal and visual information, there is a greater likelihood they will better understand concepts.

Using the App Pic Collage in the Primary Classroom

Posted on: November 3rd, 2013 by Chris Loat

Pic Collage is an app that allows the user to arrange photos in any way imaginable. There are templates that arrange the photos into preset positions, or you can freely arrange them as you want. You can also add text and stickers to the collage. Photos can also be edited or layered by tapping on the image. Other ways to edit include:
  • change the size of a word or image by using ‘pinch to zoom’ (actually it is a 2 finger reverse pinch)
  • enlarge the size of the text box by doing a horizontal or vertical reverse pinch
  • rotate the image with a two finger twist
  • double tap a photo to bring up the photo editing menu
  • double tap a word to edit the word, change the font style and colour, shade the background and more (the three dots beside the paint can indicate there are more options – tap them to find out what option are there)
  • double tap a sticker to copy or flip it
  • single tap a photo or word and it will bring it to the top layer of all photos
  • tap a word to bring it to the top layer and then drag it over a photo to put the label on a photo or sticker
  • delete an image or text box by dragging it to the trash can in the upper right corner
There are countless ideas for using Pic Collage in your classroom, and here are a few of them:
  • Kindergarten: Select 5 or 6 objects in the classroom that students can take a photo of. Write the names of these 5 or 6 objects on individual pieces of paper. Using the iPads, have students take photos of each individual word and object. Then have students open the app Pic Collage and import the photos of the objects and name. Arrange the photos and names so they match.
  • Grade 1: Using manipulatives (e.g. blocks) in your classroom, have students put the manipulatives into two or more separate piles to make a total of 5 (e.g. a pile of 3 and pile of 2). Take a photo of this and then do another combination of blocks to ‘Make 5′ (e.g. piles of 1, 3 and 1). Do this for a total of 4 photos. Open Pic Collage and import the 4 photos. Arrange the photos on the screen by resizing and rotating them, then add the addition sentence next to the photo. Put on the title “Make 5″ and then share them.
    Make 5 Lesson
  • Grade 1: This lesson can be an extension of the above ‘Make 5′ lesson. Students will do a similar activity but instead of taking photos of 5 objects, they take a photo of only one object (can be any object of any size). After taking the photo, open Pic Collage and import the one photo. Arrange the photo on the screen by resizing it smaller and putting it in the middle of the screen. Double tap on the image and a menu will appear – click on ‘Clip Photo’. With their finger, students outline the part you want to keep, then click save. The clipped picture will appear on the screen. Double tap this clipped picture and tap on ‘Copy’. Tap somewhere else on the screen and another menu appears – tap on ‘Paste’ and past as many photos as needed. Arrange the photos into groups that represent an addition sentence. Tap one more time on the screen and tap on ‘Add Text’ to write the addition sentence with numbers. Arrange the number sentence to place it near the visual representation of the addition sentence.
Visual representation of addition equations
Sharing of the student work can be achieved in a variety of ways:
  1. Share with a partner or small group using individual iPads.
  2. Share with the whole class by connecting the iPad to a projector or apple TV.
  3. Share with the teacher by emailing the work. We suggest that the students export the collage to their camera roll / photo album and then email it as a jpg from the camera roll / photo album.
  4. Add the collage to the photo library to use in another app (e.g. screencasting app or to add in an ebook).
Enjoy using the app with primary students as it is an easy and meaningful way for students to show what they know.

Using Toontastic in the Classroom

Posted on: October 24th, 2013 by Chris Loat

The app Toontastic allows students to create an animation in which they move characters and provide the audio to narrate / explain their animation.  The results is an animated cartoon in which their characters speak, and the combination of moving characters and audio recordings often results in a well crafted product. This app is a favourite among many students as it allows students to express their toontastic website, called toontube, dedicated online repository for publishing student creations.
Screenshot of some student
work from Toontube

understanding or emotions with verbal rather than written language and allows students to creatively show what they know in a variety of ways. Student work can be published online at the 

Allowing the students to explore Toontastic often proves useful in getting the students to understand how it works. The free version of the app has some built in settings and characters; students also have the option to create their own setting and characters with a basic paint tool built into the app. Unfortunately they are not able to import images or characters created outside of the app. The app has a  built in storyboard template for the telling of a story and is organized into 5 scenes: Setup / Conflict / Challenge / Climax / Resolution. Students can add or eliminate these scenes or can disregard them altogether (if they are going to animate a non-fiction piece of work or a poem). Whatever format they choose, Toontastic provides an alternative way for students to communicate their information and, IMHO, is one of the more versatile apps on the iPad.
Tips for using the app
  • Be sure the students record their voices in a relatively quiet place as the iPad picks up background noise.
  • Students should rehearse their lines as it is a bit tedious to review and redo each scene. Most students will need more than one trial for each scene, but rehearsing their lines will limit the number of ‘takes’.
  • Doing the work in groups works quite well as this lends itself to multiple voices and more than one character moving at a time.
  • Remind students to use emotion in their voices as the character’s don’t show facial expression to show how they are feeling.
Ideas for Using the App
  1. After writing a fable or myth, have students create custom characters and settings, then narrate their story. (see the below example of a First Nations legends created by a grade 5 student )
  2. Use the characters to develop a balance of dialogue and narrative in their creative stories. Often, students will only have dialogue when experimenting with the app, so practicing with the narrative explanations helps develop this aspect of writing.
  3. Animate a poem they wrote.
  4. Create a cartoon version of a novel read in class that contains a similar problem / solution.
  5. Animate some reading responses that involve the interaction between two or more people (e.g. some of the action strategies developed by Jeffrey Wilhelm).
  6. Tell a news story and use the animation as live video footage of the story.
  7. Practice French vocabulary. For vocabulary, students can create objects with the draw/paint tool and then record a sentence (or just the word) as they move the object
  8. Practice French conversations. Students can use the stock characters and record a basic French conversation between them. Or ESL students can practice conversations in English with the characters.
  9. Create a conversation between geometric shapes and highlight their properties.
  10. Narrate and animate the steps of a process in Science. For example, student could draw the different phases of the water cycle as their setting and then have arrows and labels as characters that are brought in when each phase is explained.

Using Screencasting in the Classroom

Posted on: October 18th, 2013 by Chris Loat

When teaching students in the upper grades, one type of question they do not like is the ‘Explain Your Thinking’ type of question. Sometimes, students just want to get the answer and move on. Being one of those students when I was in grade 6, I understand that; I got the answer correct and I wanted to just finish the work. However we know that students who are able to reflect on the processes they use to solve problems will be better able to utilize these processes in different situations. 

The iPad has come to the rescue and made it easier to utilize screencasting to complete this type of work. Students are now able to do work on the iPad and record their verbal explanation of the work they are doing. There are many apps that allow for this type of work, including Doceri, ShowMe, Explain Everything, ScreenChomp, and Educreations. Regardless of which one you choose, these apps are able to synchronously record both pen strokes and audio to create a screencast. I like the app Doceri as it is free, it has a variety of tools, can use multiple screens, and it allows for easy sharing.
Ideas for Integrating Screencasting into your Curriculum
 
1. Math:

  • the teacher can explain a Math concept and post it online for students to use if they forget or struggle with learning the concept
  • pose an exemplar type question and allow students to answer it using Doceri, then email it to you to keep as evidence of their learning
  • students can also explain a Math concept and post this online for others to learn from
  • load a hundreds chart on the iPad and show / explain different number patterns (or load any other black line master used in Math to explain other Math concpets)

2. Science:

  • the teacher can explain a Science concept and post it online for students to use if they forget or struggle with learning the concept
  • students can explain the steps of a cycle or process (students should load the photos on the screen before recording their explanations)
  • students can take a photo of an important part of an experiment and have students explain its importance or the explanation of what happenend and why

3. Social Studies:

  • the teacher can explain a Social Studies concept and post it online for students to use if they forget or struggle with learning the concept
  • students can load a map on the screen and explain why settlements / cities are often located along particular geographic features (e.g. rivers)
  • students can create a slideshow of photos about a particular topic (e.g. Ancient Egypt) and give a verbal explanation of each slide

4. Language Arts:

  • students can load a photo of their poem and read it aloud, then send it to their teacher as evidence of their oral reading and use of expression
  • students can load a photo of a setting and highlight/verbally explain the parts they could describe in their writing
  • students can load a photo (about any topic) and verbally explain how the photo could be incorporated into a creative story or poem; pre-talking before writing often works for students rather than silent brainstorming
  • students can read aloud a passage and while reading, make connections (text to self, text to text, text to world); underline the part of the book and then verbally explain their connection

5. Physical Eduation:

  • the teacher or student can load photos of the finishing position or important position of an exercise or skill to show students and explain to them how to complete an exercise or skill
  • the teacher or student can load photos of basic offensive strategy or defensive zone coverage in basketball (or any other sport) and explain the key strategic points

6. Art:

  • students can take a photo of their own art piece t and explain the process used to create it
  • students can make a slideshow of some pieces of their own art and give a verbal reflection about their own work
  • the teacher can take a photo of a person’s face and draw lines showing the proportional position of different parts of the face
Have fun making your screencasts. They are a great way for kids to show what they know.

Using Popplet in the Classroom

Posted on: October 13th, 2013 by Chris Loat 2 Comments

Popplet Lite is an app that allows students to create a word web, mind map, or any other organized collection of ideas. The big differences between using Popplet and creating one by hand is that the ideas can be easily moved around and colour coded, and that photos/images can be easily inserted instead of written ideas. Students add ideas by double tapping the iPad screen to create a cell or ‘popple’.

Inside the popple, students have the option to:

  • type text in the middle of the popple
  • use their finger to draw a sketch (or handwrite) with the pencil
  • add a photo taken with their camera
  • add a photo from their photo library
  • colour code and resize each popple.

Most students will figure out how to add the different elements; however here are a few tips for using the app:

  1. For drawing sketches with the pencil, enlarge the popple, draw the sketch, then resize the popple down to its smaller size.
  2. To select multiple popples, tap each one with two fingers.
  3. You can copy a popple by holding your finger one the popple. ‘Copy popple’ will appear and then tap this button.
  4. Paste an image copied from elsewhere by tapping and holding your finger on a popple. ‘Paste image’ will appear and then tap this button.
  5. Move the entire popplet by dragging your finger outside of a popple.
  6. Move one popple around the screen by dragging your finger inside of a popple.
  7. You can cut/copy/paste text within and between popples by tapping and holding on the text. A selection of buttons will appear which allow you to cut/copy/paste text.
  8. Create a new branch between two popples by tapping on the popple, then tapping on the grey circle just outside the popple, then dragging your finger to the popple you want to connect to.
  9. Colour code your popples so each similar idea / word is the same colour (e.g. all proper nouns are green).
  10. Change the arrangement (left, centre, right justified) or size of the text by tapping and holding on a word, then tapping on select or select all. A new dialogue box appears on the right side of the screen to alter the text. This is done while in text mode, so tap the T on the popple before selecting your words.

Ideas for student use of Popplet Lite in the classroom include:

  • brainstorm ideas for a written essay in an organized manner. Remember, the ideas can be images from a website, photos they take with the iPad, or sketches made with the pencil tool.
  • make a word web for a specific unit of study or in second language. This is a great tool for ELL students or for learning French vocabulary.
  • make a concept map with connections between ideas (sadly, words cannot be placed on the lines in popplet). One could make a concept map without the adjoining words and print it off, then have the students add the words to show their understanding between the concepts.
  • categorize ideas / words / concepts
  • create a timeline by arranging the popplets in a linear fashion
  • collect facts for a research project (using popplet makes it difficult to copy/paste long sentences or paragraphs, therefore helps to prevent plagiarism)
  • create a family tree with photos and names
  • Ideas for teacher use of Popplet lite in the classroom include:
  • create your own 4 Pictures 1 Word game
  • seating plan (with names and photos)
  • class brainstorm of ideas
  • create a unit plan

See the examples below of how popplet can be used in the classroom

Canada Vocabulary for an ELL class, with words categorized
Seating Plan for a Classroom
Framework for brainstorming essay ideas
Fact Collecting for a Research Project on homo habilis