Meet the All New Flipgrid! #flipgridfever

The all-new Flipgrid is here! We’ve been teased for months with what improvements were on the way to this already phenomenal tool, and at a live stream announcement, the details were released.  If you are new to Flipgrid, there’s no better time to get started than now. At it’s core, Flipgrid is a tool that allows you to post a topic and have students respond with video that is instantly uploaded to one location. It gives every student in class an equal voice and makes it easy for the teacher to share those voices beyond the walls of the school. 

Today Flipgrid announced that more than 100,000 educators and more than 5,000,000 students use Flipgrid across 141 countries.  In addition, a new Flipgrid video was shared every .48 seconds of every minute of every day since Jan 1 of 2017.  Today more than 1.2 billion seconds of video have been shared by students and educators on Flipgrid, representing more than 38 years of student voice.

Here’s a look at many of the latest features.

Multiple Platforms in a Topic

As you construct a topic for your students, you can now embed Youtube or Vimeo videos or upload a high resolution image, link to a website or document, or include an emoji or GIPHY.  These new features make topics more engaging for students, hook students into your topic, and personalize the experience.

Personalization of Responses

There are several ways students can enhance their response videos. One is by adding drawings or stickers to their profile picture. Each of these features can be turned on or off in the admin panel, but allowing them gives students a chance to show off their personality without affecting the quality of their videos.

Another is the ability to pause the video during a response and flip the camera to show different perspectives or props for a response.

Students can also add a title or linked file to their response which can give a bit of clarification, background story, or a hook into their response.  Searchable hashtags make finding connecting responses a breeze.

Reactions

Students have always had the ability to “like” or “heart” a video.  Now Flipgrid offers additional forms of reactions.  A light bulb signifies a bright idea. A thinking emoji is for a response that made you think. A rocket means your response was out of this world and went to another level. Finally, (and sure to be a popular reaction) the mic drop is for a response that is just mindblowing.  I can’t wait to see how students and other viewers use these reactions. I can imagine this becoming a way to build community to encourage peer and self evaluation of responses. Reactions are in your control as the administrator and can be turned on or off.

Sticky Note

Have your students ever had to toggle between multiple tabs to record a video and read from a script. Now, Flipgrid has a sticky note that allows students to type their script or notes and see them while recording.

Integrations

In education we use many platforms. Flipgrid now integrates with multiple platforms including Google Classroom, Canva, Edmodo, Blackboard, Moodle, Sway, WordPress, Powerschool, Schoology, Brightspace, OneNote, and Teams.

Feedback

Flipgrid recently updated to include a rubric for giving students feedback on performance and ideas. This option still exists, but now in Flipgrid Classroom you can customize the kind of feedback that you can offer to students. You decide the criteria and the minimum and maximum points available.

Topic Customization

A relatively new feature in Flipgrid is the ability to freeze a topic so that it is still visible but students can’t add responses.  Now, you can establish a date for a topic to automatically freeze without having to go in and freeze it manually. Flipgrid One users can now offer students a 15-second response option and Flipgrid Classroom users can now extend responses up to 5 minutes. Teachers can consider what time students need to fully answer a topic without compromising the quality of their responses or they can challenge students to be more concise with their words.

Response Community

As students receive responses to their videos, profile pictures of each response appear at the bottom of the original student’s profile picture. This allows the student to easily see that he/she has a response, but it is also a visual representation that their is a community of conversation around a response.

Better Access for All Learners

Now Flipgrid has a built-in QR reader in the mobile apps, so getting to the latest topic is just one scan away. Our youngest learners won’t be slowed down in sharing their voice with the community.

Dashboard

The administrator dashboard keeps getting useful updates for educators. Now, you can easily see which videos you still need to view. You can also see badges you’ve earned such as Flipgrid Certified Educator. There’s a helpful summary of all of your grids and activity with a graph showing dates of peak engagement.  Flipgrid even has built-in tweets to share your achievements or fun facts about your engagement.

Flipgrid is always evolving because they are a company who listens to their users. Each new release brings enhancements that make Flipgrid more personal for users and continue to empower the voices of every person who takes time to leave a response. Enjoy these new features, keep suggesting new ones, and expect that in the coming months there will be even more features to enjoy from Flipgrid.   Continue to engage with the Flipgrid community on Twitter using the hashtag #FlipgridFever and checking out the news on the Flipgrid blog.

 

Our Lego Wall: A New Way to Interact in the Library

Each year we add a little something new in our library. I’ve watched several libraries add a Lego wall to their libraries and wanted to do it for a long time. We have students who use Lego in our library and makerspace for stop motion videos and storytelling, so I’ve been curious about the possibilities of this collaborative building space and what projects or ideas it might spark for students.

Several librarians have posted helpful tips on how to create your own Lego wall. I looked very closely at Diana Rendina’s plans and considered building my own.

Our Lego wall pieces are here! #makerspace #librariesofinstagram #steam #lego

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Then, I saw a post from Shannon Miller about a company called Brik. This company has Lego-compatible plates that have a reusable adhesive on the back so that you can move it from one location to another if needed. You could order packs of 6 plates which came with an assortment of briks as well. This was appealing to me because of how much time it would save me in constructing a wall. I wouldn’t need to mount plywood to the wall or worry with liquid nails.

Lego wall beginnings #lego #makerspace #steam #librariesofinstagram

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Sherry Gick shared her own experience with Brik and said the adhesive seemed to be pretty reliable. I decided to give it a go.  Before ordering, I posted a Twitter poll and also sent a Google form to my students to ask what color wall they preferred: white, black, or blue.  The response was overwhelmingly blue.

Shipping was super fast, and within about an hour I had everything unboxed and on the wall.  I used Lego pieces to make sure the plates lined up and stayed together. I also made sure to firmly press each plate so that it secured to the wall.  I don’t really plan on moving the plates very much, so I would rather know they are staying on the wall.

Welcome our new lego wall! #barrowbuddies #librariesofinstagram #makerspace #steam

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After posting some pictures on social media, I started getting messages from families whose children were already excited about the wall. During open house, several students stopped by to check out the wall.

I’m sure we’ll learn a lot about how to best use the space and what rules need to be in place, but we are so excited to have this new space in our library for imagination, creativity, collaboration, and sharing.

Catch the #FlipgridFever

 

It’s no secret if you follow my posts that I’m a huge fan of Flipgrid. It is a tool that has amplified our student voices all around the globe.  It most recently was named a  2017 AASL Best App and AASL Best Website.  The Flipgrid team is constantly listening to the rapidly growing community of users and improving the tool to meet the needs of all users.  As a company, they celebrate the passion of educators, the wisdom of students, and the curiosity of families.  Flipgrid is continuously celebrating the innovative uses of their tool by further amplifying student and educator voices on social media and presentations. They are simply an amazing group of people.

If you’ve never tried Flipgrid or you are already using it, now is the perfect time to get more active with this award-winning tool and supportive community.  Here are some things you should do right now.

  1. Setup a free account.  Create a grid. Post your first topic.
  2. Share your topic link on Twitter with the hashtag #FlipgridFever  You might also add some other hashtags like #studentvoice #k12 #futureready or #edtech  Why hashtags? They are what connect you to communities of conversation and amplify the voices of the people on your topic.  
  3. Continue to work toward being a Flipgrid Certified Educator.  If you did step 1 & 2, you are almost there.  You’ll earn a cool badge, new bragging rights on your resume, and you’ll be a part of an active community of Flipgrid users.
  4. Follow the #FlipgridFever hashtag and participate in the conversations.  This hashtag is on fire.  The last Twitter chat was so active that you could barely keep up.  This hashtag will connect you with a global community of Flipgrid users at all levels of education and beyond. You’ll get countless ideas for how to use Flipgrid in your own work, and you’ll be supported with questions you have.
  5. Look for people who are posting their Flipgrid links and respond to their topics.  You’ll become a better Flipgrid user, hear from many perspectives, and become a support in the Flipgrid community. If you respond to at least 10 topics and keep a spreadsheet of your response links, you’ll get a Flipgrid Community Builder badge.                     
  6. Finally, sign up to view the big Flipgrid announcement coming on August 10 at 7PM CT.  As an ambassador, I’ve seen a teaser of some of the upcoming features, and you don’t want to miss this opportunity to hear about them in detail.  Flipgrid rolls out updates quite often and it’s important to stay in the loop on what is new. Just when you think Flipgrid couldn’t be better, the team comes up with new ways to engage users and amplify voice.  I’m so excited to be heading to Flipgrid HQ to be at the announcement in person, but there are also some viewing parties happening around the country. You could even host one yourself.

During the upcoming school year, I plan to support all of my teachers in using Flipgrid in their classrooms. It’s one of those tools that can apply to so many projects and experiences in education.  Users are continuously coming up with innovative ways to amplify voice with this tool and combine it with other tech tools we are already using. I look forward to connecting with so many inspiring educators through the #FlipgridFever community and probably creating some globally connected projects along the way.

 

What Do You Do with Those Advance Reading Copies?: A Summer Reading Project

It never fails that I overload on Advance Reading Copies of books at conferences I attend, and then I just can’t manage to get to all of them to read.  I do in fact read many of them, but then I’m left with a stack of books sitting in my office. As we approach summer, I’m always wondering how to get more books in kids’ hands for summer reading. We promote our incredible public library summer reading programs, but I know that even with talking it up, some kids just won’t make it over there.

I decided to give our 4th graders (rising 5th graders) an opportunity for the summer.  I took all of those ARCs I had read as well as some that I hadn’t read and spread them out on tables.  Each class came to the library and I gave a quick spiel to them about how I really needed to hear their voices about some books that we might purchase for the library.  I encouraged students that even if they didn’t find a book that jumped out at them they should try something new and stretch themselves as readers.  This is something I’m wanting to do more of next year because I think it’s so important for students to help build the collection in the library.  By allowing them to read the ARCs and give their opinions, they are owning the collection and will also be more likely to recommend books to their friends if they have chosen them.

Each student had a chance to go to the tables and select a book. I book talked ones that I had read and listened in as students made their decisions. I loved that every student took a book. Then, they filled out a paper with their name, book title, and author so that I could keep up with who got which book.  Finally, students moved to another area where they put a label inside their book with a place for their name as well as a link to a Flipgrid where they can record their thoughts over the summer.

I’ve never tried this as a summer opportunity, so it’s a bit of an experiment. I’m curious to see how many students follow through with recording their Flipgrids. Even if they don’t, I have a record of their books so that I can at least check in with them in the fall to see if they read their book.

If they liked the experience, then perhaps these students will want to take this on as a project next year when I get ARCs in the mail or at conferences.

Surprise summer book giveaway for our @fourthgradebarrow #athensga #barrowbuddies #summerreading #arc #reading #librariesofinstagram

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Happy Summer Reading!

Student Voice: To Walk in the Dark

Today, I have a guest post from a student who wants to share her writing with the world.  This piece was created for the Young Georgia Author Competition.  While it didn’t win at the district level, it deserves an audience.  Jane is a 4th grader at our school and would love for you to read her writing and leave her some comments about her work.

I hope to have more guest posts from students in the coming year.

To Walk in the Dark

Scary things can happen in this world, maybe when you’re alive, maybe when you’re dead, or maybe when you’re between life or death. Cora Walkers was not an optimist nor a pessimist, she was a believer. A believer when there was doubt, or a believer when the worst was coming. In this town the amazing things could become bland with the blink of an eye. You need to master seeing the good things in the world, or else all that’s left is the bad.

We go to a bright sunny summer day in San Francisco, California where the richness of the sun makes you feel quite refreshed. Cora was walking into Alamo square where the Painted Ladies Victorian houses sat. She walked up to the front porch of the last one on the left which had a big potted plant in the front. Cora walked up the white steps and turned to face the door. She opened her black messenger bag and pulled out a key, in which had a key chain with a deep C emblazoned in the brown leather. Cora placed the key in the lock and turned it gently, She slowly opened the door to hear the familiar creak of the hinges that needed to be oiled.

When the door was fully open she pulled the key out of the rusty lock and waltzed into the main entrance of her house. The crystal chandelier welcomed Cora home as she strolled up the stairs. When she reached the second door to the right she opened the door and looked in at her bedroom. Her four poster bed was reflecting the light that was shining in from her bay window. Just as Cora was setting her bag down on her bed, she heard an ear splitting cry that made her jump.

She opened her bedroom door and walked into the hall swiftly trying to find the root of where the noise was coming from. Cora slowly turned to the left and opened the door opposite to her. She swung open the door to see her baby sister Samantha in her crib wailing. Samantha was only 1 month old, and since Cora was the second to oldest it took her sometime to remember there was someone else in the house. Cora heard a creak coming from the door as someone walked into the nursery. “Is the baby crying again?” Ella asked in a plain voice. She rested her back against the doorway of the nursery.

Ella was Cora’s younger sister and she didn’t like the thought of someone replacing her as the youngest in the family. “Ella, you’re 10. You should have gotten over the fact that there is someone else in the family now,” Cora said trying to sound reasonable. Cora could relate to how Ella felt even though Ella refused to think that. When Cora was 3 she also had to get over the fact that she wasn’t the baby in the family anymore. When Ella was just born and Cora’s older sister Rachel was acknowledging the fact that they now had a baby sister. Cora turned her back to the thought that she would be forgotten as the middle child . As Cora was placing down Samantha in her crib after she soothed she heard Ella groan and stomp out of the room. Cora rolled her eyes and walked out of the nursery. As Cora was on her way down to living room she suddenly heard her phone ringing. Cora came to halt and and pulled the phone from out of her pocket. Cora’s pink case shimmered as the sun hit the phone. She put the phone to her ear and before she could say “hi” a loud voice screamed 4 words into her ears making her ear drums ring. “SALE-AT-THE-MALL!” Cora jumped as she heard this.

It was 1:00 p.m. on a Saturday and Mindy was already screaming in her ears. “Okay, I’ll be right there,” Cora said. “No worries my mom is picking up all of our friends, so she can give you a ride too,” Mindy said plainly as if she didn’t just scream through Cora’s phone. “Okay that sounds–”Cora couldn’t even finish her sentence as Mindy interrupted her. “Awesome! Bye see soon,” Mindy said quickly. Cora didn’t even have time to say good-bye because Mindy hung up.

Cora turned and sprinted upstairs to get her bag when someone stopped her. “You can’t go to the mall,” Ella said in a sharp voice. “What do you mean? I can go to the mall if I want to go to mall,” Cora said looking Ella up and down. “First off, mom and dad aren’t home, and second all off, my friends are going to the mall but when I called mom she said I couldn’t go,” Ella said in a reasonable voice.

“Well that’s because you’re only 10, and I’m 13,” Cora responded. “And plus, I’m just going to ask Rachel.” Cora could tell that Ella was getting frustrated. Ella groaned and flipped her long blonde braid as she trudged down stairs. Cora looked back at Ella then remembered that Mindy was picking her up in a matter of time. She ran up to the main hall where all four of their bedrooms were. She ran up to the third door on the left and knocked. Cora waited for over a minute then she heard footsteps coming, and then the doorknob turned.

Cora was suddenly blinded by pinkness as Rachel opened the door to her bedroom. “What do you want?” Rachel asked in a bored voice. “I’m going to the mall so when mom and dad come home can you tell them?” Cora replied. “Fine but who’s picking you up?” Rachel asked, her eyes on Cora. “Mindy is. And she supposed to pick me up any second now so if you’ll excuse me,” Cora slowly turned then strolled away.

She turned to the left and started walking down the hall then she turned the doorknob to her bedroom. Cora pulled open the door and when it was fully open, she headed straight for her closet. Cora opened her closet door and pulled out a beige colored purse, slung it over her shoulder and strutted out of the room. As Cora made it down stairs her phone started to ring. Cora opened her purse and pulled out her phone once again. “Cora, me Lola, Emma, and Abby are waiting outside. Where are you?” Mindy said sounding annoyed. “Sorry Mindy, I’m on my out of the house right now. See you soon.”

Cora hung up the phone and ran to the door. She ran to the main entrance and pulled on her white high tops. She opened the door to feel the familiar air blow against her skin. She witnessed a metallic MDX waiting for her. As Cora ran to the car, the window rolled down. “Come on, get in Cora!” Emma screamed as she opened the door. Cora squeezed in and they made their way down the street.

Now we go to Ella. Right after Cora left, Ella ran outside. She made sure to wait until Cora was gone or else she would suspect something. Ella’s friend Hannah was picking her up to go to the mall, but Ella knew that wouldn’t be possible if Cora was in the house. Ella was a smart and reasonable girl, but she was tired of living in her sister’s shadow and now that she had a younger sister everything revolved around Rachel, Cora, and the baby. Hannah said that she would meet her at Alamo Square park which was simple for Ella. All she had to do was cross 2 crosswalks and then she would be at the park. As Ella pressed the button to the crosswalk she pulled out her phone. She dialed Hannah’s number and waited for her pick up. “Hey Ella, me and my mom are almost there,” Hannah said. “Awesome, I’m crossing the street right now,” Ella replied  as with a grin spread across her face. Ella was entering the second crosswalk. The sign had the white walking man on it so Ella took the chance to go. Without warning the light flashed, and changed to a red hand. Something seemed to be wrong with the lights up top that told the cars to go because that flickered and turned green. Ella had no time to notice this as a speeding black Chevrolet was coming her way. Ella on the other hand was just saying good-bye to Hannah. The person in the car must have not noticed Ella either as the car got closer. There was no time for Ella to hang up the phone because in the second that seemed like a moment, and the moment that seemed like a minute, Ella noticed. And before she knew it… everything went black.

The car pulled up in the driveway and Cora emerged. She didn’t buy anything, but being with her friends cheered her up. There was no time to say thank you as the MDX pulled out of the driveway and drove out of sight. Cora smiled and was heading for her house when she looked over and saw firetrucks, police cars, and at least 3 ambulances. Cora was getting curious so she started for the overwhelmed crowd that was surrounding the street. Cora elbowed her way through the crowd, then she got a glimpse of a girl being loaded into an ambulance. She was wearing the same white jean shorts and pink tank top as Ella was wearing that day. The girl had an air mask on her face and a messily wrapped bandage around both of her legs that Cora could tell, blood was already seeping through. Cora was getting closer until she felt something pull her back. She looked up and saw Rachel, with her mascara smeared under her eyes. To Cora it looked as though she was crying. “Rachel, what happened?” Cora asked cautiously as an expression of fear crossed her face. “It’s Ella, she’s been hit by a car,” Rachel said sounding as though she was about to cry again. Cora looked at her with disbelief. The color drained from her face. Cora wanted to know how this happened. Ella was a smart girl and now she might be gone and no last words would ever be said except denial and hatred expressions. The only memory Cora had of the last words she had said to Ella was when she rudely said that she was going to the mall . Cora felt as though the darkness that she never thought would come emerged from her soul erupted. For the first time in years you could say, that Cora was walking in the dark.       

 

Letters for Justice: Empowering Young Voices on Topics that Matter

There’s a lot going on in the world right now and it’s easy to get overwhelmed by the many current issues being debated and decided on in our country and around the world.  As a teacher librarian, it’s challenging because I want to support all students and families knowing that I might not personally agree with their perspectives.  I make sure that I step back and listen to the students, support their research and perspectives, and check my own beliefs.

Recently, Ms. Olin, 5th grade social studies teacher, came to me with an idea. She wanted to get students thinking about current US & World issues and considering what their own perspectives were based on the facts of the issues. She also wanted them to know that their voices mattered in the world and that they could get their thoughts out to local, state, and national representatives as well as the general public to have an influence on decisions being made.

Ms. Olin started this project in her classroom by sharing the book I Have  a Right to Be a Child by Alain Serres. This sparked discussion about basic human rights and current issues in the world. She also shared news sites with them so that they could start reading current articles about various trending topics, especially if they weren’t familiar with the current topics being debated. Through these sites, students began to choose a topic that they were interested in, curious about, or passionate for. Sites included Newsela, CNN Student News, PBS News Hour, and Time for Kids.

After two days of exploring, students selected their topic.

In the library, we focused on the importance of raising our voices when we have concerns. I read excerpts from Be A Changemaker by Laurie Ann Thompson.

“Don’t wait. Don’t wait to be powerful, to change the lives and communities around you significantly.”

I also read excerpts from It’s Your World by Chelsea Clinton.

“We can–and should–respectfully disagree with others who have reached different answers from ours” and “Even if we disagree with one another, it’s important to recognize what the facts are”.

Ms. Olin and I both encouraged students to look at issues from all sides and to gather as many facts as possible. With those facts, they could form their own opinions on the issues and brainstorm some possible actions they hope are taken.

We took some time to look at the Letters to the Next President project to see letters that were written by students from many location about a variety of topics. Students could sort the letters by their own topic and see what other students were saying.

As students looked at example opinions and continued to gather facts, they started filling out organizers to get their own thoughts together.  In class, they began writing letters, protest signs, and editorial cartoons to express the facts and their own views.

5th grader's editorial cartoon #editorialcartoon #cartoon #politicalcartoon #studentvoice

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5th grader's editorial cartoon. #studentvoice #politicalcartoon #cartoon #editorialcartoon

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Finally, students came to the library to begin sharing their voice.  We spent some time talking about how we can make our voice visible. We could of course mail the letters and artwork to their intended recipients, but how else could we share our voice? I was able to talk to the students about my recent recognition as an AASL Social Media Superstar for Sensational Student Voice and how social media and collaborative tools like Flipgrid allow us to spread our voices to an even larger audience.

We hope our voices are heard by our local, state, and national representatives, but even if they aren’t, we can share our voices with others and offer perspectives and actions that might encourage them to support our cause or make the world a better place.  As students finished their work, they recorded their voices in a Flipgrid so that others can consider their perspectives and possibly join their collective voice.

We hope you will take time to listen to each student. If one of the voices speaks to you, give them a response.  Better yet, if they inspire you, consider writing your own letter and adding your voice to our grid.  We invite your students to join our voices as well.

As we were closing our time in the library, some of the students spoke up and said, “I bet Mr. Trump won’t even read our letters.” This was a great opportunity for Ms Olin and I to repeatedly say to the students, “Your voice matters”. We talked about collective voice, and how sometimes a single voice isn’t heard by someone like the president. However, that single voice can inspire other voices who come together collectively around a common cause. This was a great closing because even as an adult I sometimes wonder why I should even take time to call or write my representatives. However, I was reminded that our individual voices do matter and collectively they make impact.

 

The Meaning of Home: A 5th Grade Art Project

For the past month of our 5th graders have been exploring the meaning of home through art. They began their journey by reading Home by Carson Ellis and watching a video of Carson in her home.

They brainstormed what symbolized home for each of them. It is more than the physical building. It’s what you miss when you leave. It’s what comforts you.  It’s what makes you feel at home.

Using a variety of materials such as tissue paper, cardboard, construction paper, paint, and more, they began to construct a scene.  A portion of every student’s scene was made using a 3Doodler pen. These pens warm filament into a steady flow of material to 3D design in a freeform style. It took some tinkering to get used to these pens, but once students figured out the best strategies, they were designing swings, trampolines, bedrooms, trees, and more objects that symbolized home.  This work began in the library and continued in art until students finished.

As students finished their work, we began to construct an exhibit on the shelves of the library. Students filled out an artist statement to accompany each piece so that people touring the exhibit could learn more about each representation of home.  They also took time to record a Flipgrid to show and talk about their art.  This allowed people who aren’t at our school to also take a tour and meet the artists.

Click to hear the voices of our artists

We also wanted to inspire our youngest artists with our project, so once the project was on full display, we invited Kindergarten classes to come to art class with each 5th grade class.  The 5th graders were in charge of the lesson and tour (with the facilitation of Ms. Foretich, art teacher).

5th grade is reading Home to Kindergarten and sharing their art projects #art #home #librariesofinstagram

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The Kindergarten classes started on the carpet. A 5th grader read Home by Carson Ellis and students viewed a few of the Flipgrid videos. Ms. Foretich invited students to think about some questions they might ask the artists as they toured the exhibit. During this time, the rest of the 5th grade class was making sure their art pieces were ready and waited on the Kindergarten to begin touring.

Kindergarten is hearing all about our 5th grade Home exhibit. #librariesofinstagram #home #art #studentvoice

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Classes began wandering through the exhibit and listening to 5th graders talk about the process and materials of their art. One of the special things was when a student would make a connection to a piece of art and share a special moment about “home” from their own life.

The Kindergarten students left the library buzzing with excitement and talking about a project that they hoped they got to do in 5th grade. I’m sure Ms. Foretich is already brainstorming what these students might do next year so they don’t have to wait until 5th grade to do a project like this one.

This project was filled with student voice and ownership, and we learned something about each student that we might not know. It was also filled with perseverance and creativity. We were so impressed with what the students created. When we take time to get to know our students, it leads to connection, understanding, and new conversations. I would love to think about more opportunities to make these connections, especially earlier in students’ elementary years so that we can grow together through the year.

What represents home for you?