Tuesday, July 31, 2012

Why I'm (Still) not Flipping for Flipped Classrooms

A couple of weeks ago, I wrote a blog post detailing why I'm not a fan of flipped classrooms in general. Since then, many people have sent me links to try to dissuade me from my position.

I've done my research. It's not for me.

Flipped Classrooms take a lot of work to maintain their "flipped-ness". I'm not opposed to work but I'm still not convinced that this trend is going to last long enough to make it worthwhile.

Why do I so vehemently dislike flipped classrooms? I'm not a fan of homework. Yes, I assign out-of-class literature reading, but not much else. I have kids. I know what their afternoons are like filled with sports and other activities.

Flipped classrooms are only as good as the instructors creating the asynchronous materials. Let's face it... not all screen casts are created equal. 

So what am I getting at here? The answer to "fixing" the educational system is not flipping, or squeezing, or what-have-you. I don't have all of the answers, but I do know that a good classroom is one where:
  • the teacher has a real, meaningful relationship with his or her students
  • the students take ownership of their learning process
  • assignments are purposeful and engaging 
  • curiosity is encouraged
Do any of these things happen in a flipped classroom? Sure - but I bet it's more the teacher and less the format that is appealing to students.

Sometimes, we teachers become so entrapped in trying to do things the right and best and most innovative way (does this remind you of any of your students?) that we forget to focus on what's at the heart of good teaching. All these innovative systems have different wonderful things to offer, but they are not the answer.

#140edu Conference


Live broadcasting by Ustream
The Exploring the State of Education NOW #140edu Conference is happening right now... check out the video above to watch live. This is a fast paced conference with some of my favorite educators. If you have time today or tomorrow, sit down and watch a bit or follow #140edu on Twitter.

Monday, July 30, 2012

Sharing my Cell # with Students


I give my cell phone number out to my students at the beginning of the year. SHOCKING!

What is amazing to most adults, is not that amazing to students. It's really not a big deal. My students don't abuse my number, because there's no need to. I have received maybe 3 prank phone calls in the middle of the night - but they were all goofy. If anything, they helped cement my relationship with students.

My students know that if they come to class at the bell without an assignment and their only excuse is that they didn't understand the directions... they are in trouble. They know, that if they email or text me at 10:30 at night, I will be more sympathetic (but not much, because it is 10:30 after all! Word to the wise student - talk to me earlier on in the process if you need help.).

I've gotten texts asking for advice on buying Pokemon cards, texts wishing me a happy Christmas (on Christmas day!), and phone calls asking for job references. All fine.

By allowing my students access to my life via Twitter, Google+, Facebook, email, texting, and phone, I'm attempting to practice what I preach. I am a lead learner in the classroom - but we are all learning together. Let's communicate openly and easily so we can make astounding progress collaboratively. 

Supply Lists


This morning, I took my two boys to Target to shop for school supplies. All told, I spent around $50 each to outfit a 1st, 3rd, and 5th grader. That's a lot of supplies! I'm still on the hunt for 15 black dry erase markers for my 1st grader - if you know of a good deal, let me know.

For the high school classes I teach, I try to keep the supply list to a minimum. As a parent, I know how frustrating it is to buy supplies that seem superfluous - like when a 10 pack of markers are requested and only the 8 packs are on sale!

I've done away with requesting binders or notebooks. For the most part, my students don't need them. It's a rare day when I give out notes in my classroom. Pens and pencils are always useful.  I like my students to have a pack of colored pencils on hand. I still have my students buy dry erase markers for their individual boards - eventually I will phase these out. And... that's about it for essentials.

There are a few things that I didn't get on my list this year that I will request the students to buy the first week of school - like a stylus. Other things will be optional (external keyboards).

So to add that up -

Essentials:
1 pack of pens - $1
1 pack of pencils - $1
1 pack dry erase markers (assorted) - $3
1 pack of colored pencils - $1
Stylus - $1.50 (Buy in class packs)
Total: $7.50

Not bad! 


Tuesday, July 24, 2012

Another Quote

While reading on vacation, I found this:
That's what I love about reading: one tiny thing will interest you in a book, and that tiny thing will lead you onto another book, and another bit there will lead you onto a third book. It's geometrically progressive--all with no end in sight, and for no other reason than sheer enjoyment.
~ The Guernsey Literary and Potato Peel Society
I couldn't agree more.

Friday, July 20, 2012

Vacation in Maine

It's vacation time! Nine days in paradise - i.e. our family camp: a cabin on an island in the middle of a lake in Maine. We won't have electricity, so I don't expect to post much, but hopefully I will come home refreshed and recharged with lots of new ideas for the classroom.
The view from camp. The island is only accessible by boat.
See you on the flip side!

Thursday, July 19, 2012

Coursera: A Treasure House for Lifelong Learners

I am a learner. I cannot help myself. I will follow one interest into another.

Last month, I signed up for a free course with Coursera. Yes, it's free(!), but it's also non-credit. Why would I be interested in taking a course without receiving any reward?

I love to learn.

Today, I signed up for two more courses. On my plate for the next four months or so:


Do I have a busy schedule? Yep. 
Do I have a family? Yep.

Taking courses like these, and following my passions and interests helps me stay ME. I enjoy the challenge of learning new things and finding creative ways to use this knowledge in both my personal and professional life. 

Coursera is getting a lot of buzz this week, as many major universities have signed on with them. What a fabulous opportunity for students to complete independent studies using this website. Not sure if you want to pursue a degree in computer science? Take a free course, and see if it's right for you. Never got to take calculus in college? Now you can do it for free. This is self-directed learning at its best. 

Wednesday, July 18, 2012

GoodNotes - My Favorite App

I use a lot of apps on my iPad, but this one stands alone as the most functional, well-designed app that I employ on almost a daily basis. If you ask me for an app recommendation, this is the one that I will give you. (By the way, if you are attending TeacherMeetNJ in August, I am hoping to give a presentation on this app).

Ah, GoodNotes. How I love thee. GoodNotes is, at its simplest, a handwritten note taking app.
Open the app, and you are greeted with your library. The notebook covers are fully customizable. I have most of mine set to show what's on the first page of my notebook (the default setting) so I can easily find things.
 When you open a notebook, or start a new one, you have the option to add new pages using different templates (graph, lines, music staff, etc.). The toolbar at the top gives you all the pens and highlighters you could possibly need. Want to move a word you just wrote? No problem. Grab the lasso tool and draw a circle around the word, then drag to move. Want to draw a square? Tap the pencil tool twice, and shape recognition is turned on. Tap it again to exit to normal drawing mode. Swipe the color slider for more pen colors.
The best feature of GoodNotes is the zoom box. Other apps use zoom box. I've tried them, but not one comes close to the fluidity and ease with which GoodNotes handles the zoom box. The little icon on the left side of the toolbar brings up the zoom box (alternately, you can also tap and hold anywhere on the page, and bring up a mini-toolbar with the zoom icon). The zoom box is fully customizable. You can control the size of the zoom with a pinching gesture. Want the actual zoom box smaller? No problem. On the page, drag the little blue triangle until you reach the desired size. Want a smaller or larger field to work on in the zoom box? Drag and drop the line below the zoom box. Simple and intuitive.
What truly sets this zoom box apart from others is the fluid way that it handles note taking. Who wants to stop and start to move the zoom box along with his writing? Not me! See that little blue section? That automatically appears as your writing reaches the right side of the zoom box. If you want to continue writing, write in the blue section - it tracks along with you.
Reached the end of the line? No problem. See how the blue section jumped down a line? Start writing again in the blue section to continue on your thoughts. Using GoodNotes for handwritten notes is as easy as using pen and paper. There is no digital delay or disconnect.
At any point, you can pinch zoom to look at details on your page (or write really, really tiny). This is nice for detailed drawings. I forgot to mention - the area below the zoom bar is a palm wrest. On the actual page, away from the zoom box, there is also a palm rejection feature. I personally don't use it that much, as I tend to use the zoom box for most things.
Back to the main page. Those three little dots on the toolbar lead to more options.
Here are the options for adding a new page. Notice that  you can customize the line height - pretty nifty.
As I mentioned earlier, you can tap and hold to bring up a mini toolbar anywhere on the page. This gives you options to add a picture, a text, bring up the zoom box, or adjust items that you have placed on your page.
 You can import pictures from your camera on to your page and adjust size as necessary. This feature is perfect for teachers to add pictures of student projects. Use the rest of the page for comments or write on the picture itself.
Here, I used the zoom box to write a note on top of the picture.
If I wanted to move something I had written (in this case, the letters don't show up clearly), I would use the lasso tool. But be careful! This would also pick up the picture behind the words. To fix this, I would first tap and hold the picture, choose the edit picture icon, and drag my picture out of the way. Then with the lasso tool I would move my text where I want it. Finally, I would drag my picture into it's appropriate place.
Remember the text option on the mini toolbar? When you choose that feature, a mini word processor appears on the iPad keyboard. Choose your font, size, orientation, and color. Drag the blue dots on the edges of the box to adjust the size of the text box.
The color features are fun to play with. Choose different font, background and border colors. Whatever you choose will apply to the whole text box.
GoodNotes remembers the settings of your last text box - so if I added a new one, it would default to the colors of my last one.
In addition to adding pictures, you can also import PDFs from Dropbox and Box. I use Dropbox, and regularly pull items into GoodNotes to annotate.
Here's one of my rubrics that I've pulled into GoodNotes.
Now I can markup the rubric, and email it back to a student.
If you have multiple pages in your notebook, you can quickly jump between pages by clicking the page icon on the top left of the screen, then tap on the open book icon. Add bookmarks. Now, no matter where you are in the notebook, you can jump back to that page by opening the Bookmarks list.
To export a notebook, exit out to the library screen. Here, click on edit, then tap on the notebook that you want to export. The, tap export and choose what you want to do with your notebook. Notice also the "Move" option on the top toolbar. You can create folders and move notebooks between folders for easy organization.

And that's GoodNotes in a nutshell! There are many more useful features that you can explore for yourself. There is a free version, but I think you are limited to one notebook. It's well worth the money to buy this app for yourself and your students. When I purchased it, it was $2.99.

Here's an example of a completed page of my notes as and example of what you can do. Notice how I mixed text and handwritten notes and used the highlighter and hand drawn boxes for emphasis. I can't say enough good things about this app.


Tuesday, July 17, 2012

Literature - Awakening Curiosity in High Schoolers

Little children love to explore and learn. They will check out the same dog-eared picture book on dinosaurs, devouring every page.

But high schoolers? Too often I see these students content with mediocrity and minimum requirements.

One of my goals this year is to use literature to awaken in my students the curiosity that lives in a dormant state. Curiosity is the key to students taking ownership of their learning.

For example, we will be reading Kon-Tiki in my 10th grade World Literature class. This isn't a typical World Lit book - you won't see it on many must-read lists. However, I like it because it has such value in drawing students interests in and out of pages in a book.

Kon-Tiki is the story of Norwegian Thor Heyerdahl who built a raft to sail from South America to Polynesia, proving that ancient peoples could traverse great bodies of water in simple rafts. While his anthropological theories have not stood the test of time, Heyerdahl's spirit of adventure has.

We will spend a good part of the first few weeks of this book learning sea terminology, how to tie knots, and how to build rafts and boats. Is this a literature class??? Yes!! If you've ever read the Swallows & Amazons series and put down the book ready to sail off into an adventure, you know how strong a pull a book can have on you.

I want to use books like Kon-Tiki to awaken my students' curiosity. WAKE UP! Seize the opportunities around you. Explore. Research. Do something.

Monday, July 16, 2012

A typical 10th Grade BYOD lesson

9:00
- "Ok, everyone, take out your books. We are going to read for 20 minutes."
- "Mrs. Walden, can I read on my kindle?"
- "Oh, sure!"
- "Mrs. Walden, can I read on my iPod?"
- "Yep."
- "Mrs. Walden, can I read on my phone?"
- "Mmhm."
- "Mrs. Walden, can I read a real book?"
- "Are we still having this conversation? As long as you're reading, I'm happy."

9:20
- "Time to put your books away and take your phones out. Let's review your reading from last night. Here's the code to text to the number from Polleverywhere.com to join our session. Don't have a phone? That's ok, let's make sure there's at least one phone per table so you can share."
- "Mrs. Walden, it's not working. I'm getting an error message."
- "Is anyone else having a problem like this? No? Ok, let's brainstorm. What could be causing this issue?"
- "Oh, wait. I forgot. My provider doesn't let me text certain numbers."
- "Ok, no problem. Do you have a twitter account? Can you get online? You can participate that way."
- "Yeah! That works for me."
- "Great. Let's get started."

9:25
- "What??? You really don't know what year Julius Caesar was born? Ok... let's see who can find out the fastest."
- "Mrs. Walden, can we use our phones?"
- "Oh, sure!"
- "Mrs. Walden, can we use Google?"
- "Yep."
- "Mrs. Walden, can we use Wikipedia?"
- "Are we still having this conversation? Use your brains! Whatever you need to use to figure it out, I'm happy."
- "Got it! 100 BC."
- "Fabulous. Now let's get back to our discussion."

9:30
- "Ok, in your table groups, I want you to work together to physically represent the main action in a scene. I will give each table a different scene that you read last night. I need one member of each group to take a picture and email it to me. Remember, I want to see emotion on your faces and purpose in your poses."

9:40
- "The bell's about to ring. Great work, everyone! See you tomorrow. If you forget what the reading assignment is, check techielit."
 

Saturday, July 14, 2012

Project Based Learning (PBL) in the English Classroom

Last night, while scouring the web for Project Based Learning examples in the English Classroom, I hit the proverbial wall. There are a paltry amount of posts on this topic - and blog posts are what I want to find. I need examples, people! I have seen how teachers tag English on to a History or Math project by including writing parts. That's all fine and dandy, but what about literature?

Let's start by defining what Project Based Learning isn't. I came across this video on twitter last night.



This is such a helpful video in clarifying what is at the heart of PBL. I think my projects are honestly about 50% Project Based Learning and 50% Project Oriented Learning. I'd like to shift the PBL number to a higher percentage, which means I need to rethink how I do things.

As I see it, PBL encourages students to construct their own knowledge on a topic while engaging their interests.

My students put it this way:
"Mrs. Walden... you're being vague again."
Yes! I am. But with purpose! I don't want to spoon feed my students, but teach them how to feed themselves.

But I digress, back to literature. So how do we English teachers put this theory into practice?

Here are my (untested) thoughts:
  1. Start with an essential question. 
  2. Give the students a reason to care - a real-world tie in. 
  3. Introduce a book that applies to the question.
  4. Read and discuss and discover together. Get out of the way of the conversation - go with the flow.
  5. Allow rabbit trails. This is BIG for me. I believe that books (and movies) awake curiosity within us. For example: My kids came home from watching the movie Brave last weekend, pulled The Dangerous Book for Boys off the bookshelf and spent an entire afternoon constructing bows and arrows. I want this type of digression to happen in the classroom.
  6. Finally, summarize, present, and share learning with each other and outsiders. 
This year is going to be interesting. It all looks rather vague at this point (see what I did there?)... but that's a good thing. I'm constructing my own knowledge of how to make PBL work in the English Classroom. 

Friday, July 13, 2012

Gary Stager and Gilmore Girls

I don't know what is is about Gary Stager.

Maybe it's that he reminds me of a grown-up version of Doyle (of Gilmore Girls fame).

Here's Doyle:



Here's Gary:

 
 
Or maybe, it's the fact that every time I hear Gary speak or read one of his blog posts, I'm challenged, inspired, and I throw all my lesson plans out the window. Gary, I'm a fan.

Thursday, July 12, 2012

Google Search App... and So Much More

Have you tried the Google Search app on the iPad? I ignored it for a year because I had no problems using the browser based google search. I did not know what I was missing out!

On a whim, I checked it out recently in my desperate hunt for the Google Docs integration on the iPad.


Do not be deceived - this in not just a Google search platform. It's so much more (hence my title). Here's what you see when you open the app:


I immediately tried out Goggles. I think I heard about this a while ago, but I never gave it a whirl. Handy! It scanned the book I had sitting next to me, and provided relevant search results. On the iPad, this makes a lot of sense - less typing.



The little boxes on the left scrolled across the screen while Google analyzed the image. You can see the results on the right. It found accurate links for the book. Fabulous. With this one tool alone, this app is worth taking up real estate on the home screen of your iPad.

The next tool I tried out was Google Voice. I've used Google Voice on my phone before - and it worked as expected on the iPad. It had no trouble understanding me. 


I really liked the visual search results option (top right box).


Next, I tried the normal search. Works just like you would expect it to, with an option to open webpages in Safari (wish they could open in Chrome).

But wait... there's more! If you click on the Applications button, a list of common Google apps appears.



This is quite useful to have in one place. On my iPhone, I have links on my Home Screen for Reader, Docs, and Earth. 

Remember me complaining the other day about how Blogger didn't have a mobile app for the iPad? The blogger mini-app here handles most of my needs with finesse. Can you use web-based photos in your blog? Not without some coding, but you can import pictures from the camera file.


Google Docs mobile version works here, although in a limited capacity.


BUT, I did find that I could write a Doc in the mobile version, then switch to the desktop version for sharing options. That is a nice work around. You still can't collaborate on a document in real time, unfortunately.


There are many other mini-apps in this one app to explore. I highly recommend doing so.

I'm not sure why Google has branded this app "Google Search", granted the Search feature is front and center (and simple at all times to swipe back to). Instead, it should be named "Google Apps" - that seems more fitting given its functionality.

Space Planning with Living Spaces

Today, I'm working on my classroom arrangement. It's challenging, as most of the faculty in my school share workspace with at least one other faculty member. Every decision must take into account the needs of others. I also have a lot of storage cabinets - a necessity for an English classroom.

Here's what my plan looks like right now. It's not as revolutionary as I'd like, but it's hard to showcase classroom environment in 2D. I can't wait to get to work making my walls beautiful.


Thanks to Miguel Guhlin for introducing me to Living Spaces - a free web and iPad app. I found the web app to contain less bugs than the iPad app. There are also more tools available, my favorite being the clone tool (handy for classroom chairs). Designs can be shared between iPad and Web app.

Living Spaces is a useful tool to play with over the summer while dreaming about the ideal classroom setup for the fall. Check it out!

Wednesday, July 11, 2012

Wisdom from Anne of Green Gables


There is truly nothing new under the sun.
"But it was a jolly, busy, happy swift-flying winter. Schoolwork was as interesting, class rivalry as absorbing, as of yore. New worlds of thought, feeling, and ambition, fresh, fascinating fields of unexplored knowledge seemed to be opening out before Anne's eager eyes....Much of all this was due to Miss Stacy's tactful, careful, broadminded guidance. She led her class to think and explore and discover for themselves and encouraged straying from the old beaten paths to a degree that quite shocked Mrs. Lynde and the school trustees, who viewed all innovations on established methods rather dubiously."  Anne of Green Gables, Chapter 31

Constructing Knowledge of British Poets

I am not a lecturer. I don't enjoy sitting at the front of my class waxing and waning on critical theory. Instead, I prefer for my students to construct their own knowledge. In this post, I hope to demonstrate how that happens in one of my lessons.

Every year, I put a list of British poets up on the wall for my twelfth graders to pick a name from. Some of the names are familiar to them, many are not. I suggest they go with their gut feeling when deciding on a name. Hilarity ensued this year when one of my students picked Stevie Smith, expecting a male poet. He had a bit of a surprise, but was a good sport.

Then I set the students free to research. I want them to learn anything and everything about their poet. Their assignment? Create a presentation in the Ignite format. The presentation must give a short biography of their poet, compare their poet to another author or a character in a book we've already read, and share a few lines of one of their most famous poems. I've spoken about this in other blog posts, but I'll repeat it here. Students give a five minute presentation with 20 slides. The slides are on a 15 second timer. This keeps the presentations short and snappy and fun to watch. After a few days of researching and building the presentations, the students are ready to present.

Over the course of a few days of presentations, the students get an excellent snapshot of British poetry. Are they going to remember every poet? No. But that is not my goal - I want them to understand the depth and breadth of British poets. We have a lot of fun, but more important... the students remember their poets. REALLY remember. As in, they make creative, witty references to the poets for the rest of the year and beyond.

After the presentations are done, it's on to the poetry roundtable. For this assignment, the students are given time to research two current events that they think their poet would have an opinion on if they were living in modern days. The students create a nameplate for their poet to put in front of themselves during the roundtable. The nameplate must contain both the name of their poet and some sort of iconic image that helps define who this poet was/is. We move the tables into a semi circle and set up court. The students put out their nameplates, and then take turns sharing a short summary of a current event and we open up the floor for discussion. Each student speaks as if they were their poet.

The round table is at times raucous, loud, insightful, poignant, and witty. Everything that I'd expect if you had gathered a group of famous British poets in one room and let them loose. Dylan Thomas was in his own world. Lord Byron wouldn't stop talking (about himself). William Blake... was interesting.

I look forward to this assignment every year because it is such an enjoyable way to study the British poets.

Tuesday, July 10, 2012

Scheduling World Literature

This year is the year the English Department at my school gets to weed through curriculum and update. Because this happens only once every five years or so, I'm glad that it's taking place my third year at CCA.

For my 10th graders, I completely changed the novels they are reading. Many of their former novels are being passed down to 9th grade. The 10th grade focus is World Literature and my topic is: Stories of the Sea. We will be exploring questions of identity, duty, loyalty, and trust.

Here are the novels:

Things Fall Apart (summer reading)
Lieutenant Hornblower
Kon-Tiki
The Whale Rider
Twelfth Night
Haroun and the Sea of Stories

Once my book list was set, the next step was to tackle the schedule. As all English teachers know, it's quite challenging to fit in reading, writing, grammar, vocabulary, and literature. Here's my tentative schedule (still a work in progress):

Yes, thank you Pages. I am aware that Vocab is not a real word.

Periods are 42 minutes long
Grammar - Caught'ya! Grammar: Monday, Wednesday, Fridays - 10 minutes
Vocab - Tuesday discussion, Friday Quiz (weekly quizzes mean less words per week) - 15-20 minutes
Independent Reading - Tuesday and Friday students may choose any book to read during this time, except the literature book - 15-20 minutes
Literature - Discussions, activities, projects, movies, Monday & Wednesday - 30 minutes
Writing - Timed essay every other week, free write every other week. The free write may be a blog post, book review on Amazon or Goodreads, a comment on an online article, etc. Thursday - entire class

Of course, this must be a flexible schedule to accommodate last minute events like snow days and special events.

Nearpod Review

I was introduced to Nearpod a week or so ago by a colleague, and then I participated in a webinar to make sure that I understood all the basics.

Nearpod is a presentation distribution web & iPad app. Teachers use the web app to create interactive presentations that they can then control with their iPads. Students use the free iPad or iPod app to watch and participate in the presentation.

To add media to your Nearpod presentation, import images or PDFs. Then, add interactive slides. Here are the options:


The poll option looks like this:


Unlike Socrative, with Nearpod teachers do have the option to add images to the presentation. This is helpful - especially for math and science classes.

The Q&A option is like a mini-quiz. I wish there was an option here for free response. A lot of times I have an open ended question for my students or an exit ticket. This option would be well-suited for a free response question. **see comments below**


The Quiz is similar to the Q&A section but allows for many multiple choice questions to be asked at once.

The video option is where teachers can upload videos that are no more than 3 minutes long and sized under 10 GB. Videos must also be mp4 format, which is not a problem if you use a youtube downloader, but can be difficult if you need to convert video files you already have in storage. I found it easiest to redownload in the format I needed (most of my video files are .flv for Smart Notebook compatibility). When the teacher starts a video slide, all students see and hear the video on their own devices.

The Draw It option is an interesting interactive. Students are given a blank page or a background image to draw with a limited palette.

Once the presentation is finished and published, the real fun begins. Teachers use their iPads to control the flow. Once they open the Student Nearpod App, students only see on their iPad or iPod screens what the teacher wants them to see. To move to the next slide, simply swipe.


The bottom slider allows teachers to preview all the slides in the presentation, and jump to any slide at any time. Tap "Share" to push an individual slide to the student display.

When switching to an interactive slide, like a Quiz, the teacher sees the results in real time, listed by student name (students login at the beginning of the presentation). At the top of the result page, a pie chart shows the overall distribution of correct answers. Individual answers and overall results can be shared with the class (tap share at the top). For example, on a Draw It slide, if a student does a particularly interesting drawing that you want to share with the class, tap the drawing and share it. The name of the student is not shared with the class.


If you look at the slide above, you will notice on my presentation that no students are logged in. This is indicated by the number next in the top left corner next to the shadow profile. You will also notice that this is a fraction. Once all your students have logged in, if one student leaves the presentation that top number decreases by one and turns red. This feature allows you to see if a student is off-task. If you click the number, you will see which student has left the presentation.

After the presentation is over, email yourself the results of all assessments by clicking the bar graph in the top fixed bar. Your assessment results can also be accessed on the Nearpod website.

Right now, Nearpod is free for teachers to create up to 10 presentations at a time. I still have not received information on how much it costs to upgrade to an unlimited amount of presentations. I would like this option so I can prepare presentations ahead of time. Nearpod also has a library of presentations already created that teachers can immediately use - these do not count against your 10 presentation limit.

Positives:
- Interactive
- Slick Display
- Real-time polling and quizzing
- Drawing feature

Things to work on:
- Free response feature **see comments** - there is a way to do this
- Randomize quiz questions and answers to help avoid cheating
- Share Nearpod presentations with other teachers

Overall, I'm impressed with this product and I'm looking forward to using it! If you have any questions, I suggest signing up for Nearpod's beginner webinar.