Troy Patterson

Name Updates

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Since we rolled out email for students, we are aware that there has been some confusion over the names. We have several instances of students and staff with the same name. In order to help clear up some of the confusion, we are implementing pre-appending Student: to all students.

Currently, this doesn’t seem to show up in the Gmail Compose window, but does show up in Contacts.

It looks like this:

example of contact that starts with Student:

Naturally, you should note the difference in gmail addresses (staff has a very different pattern than students).

Once everything is processed and in sync, users can start email with Student: Student Name (where Student Name is an actual name).  This doesn’t help with just typing the name of an adult staff member and seeing a student though (again, please look for the appropriate email address pattern).

Hopefully, this will be one more clue to assist all of our users.

We are working on implementing some other features to assist in identifying staff and students.

*Please note that this is still rolling out and not all students will have the pre-appended Student:  yet. We are not sure how long that the sync will take.

Phishing

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Phishing is a very real problem. Phishing is an attempt to get an email user to either install malware (software that can take over your computer), or to gather information that can be used for nefarious reasons. This can include having a user enter information into a form or email that then gives the bad guys that information. This could be signing into a bank account and transferring money (your money) to themselves (no longer your money at that point). It can be to collect user names so that they can install software that will encrypt your computer (then they charge you to decrypt it).

Here is a quick guide that we’ve developed to provided some tips to protect yourself.

Phishing Flyer

Free PD

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Part of the TRIG initiative through the State of Michigan involves the opportunity for free professional development. Here are the latest offerings.

TRIG/Dell Virtual Professional Learning for April 2016

Click here for more information on each course.

Phishing

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Phishing is nothing new. Recently, we’ve had a successful phishing attack.

I posted some tips from Eastern Michigan University back in 2012 which are still relevant.

Phishing

Once an attacker is successful, it becomes easier because the attacker can use that account to send to others. Now the email will appear to come from someone you know. However, the same concerns are still present.

A few definitions to help:

  • Phishing – this is an email sent out in the hopes of getting the user to “give up” log in information. Frequently, this will include as much “known” or popular information as possible.
  • Spear phishing – like above but targeted at specific individuals. This is by far the most successful type of attack. These frequently include information that is accurate to the individual.
  • Clone phishing – an attack that uses a legitimate email as the basis. The link or attachment is changed and then sent out again.
  • Whaling – phishing attacks that are targeted at high level officials.

Some reminders (if you didn’t read above), of what you can do to help protect yourself:

  • NEVER enter your user name and password into a Google Form
  • Always look at the actual email address the email comes from
  • Hover over a link, without clicking on it, to see what the URL is (hint: https://www.imrippingyouoff.com) is probably not a link that you want to follow.

NetFlix

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As many teachers and others are aware, we take copyright seriously. More and more teachers are using video resources in class. Many teachers have a personal Netflix account. The issue is in using that personal account in the classroom. Using Netflix in this way appears to be in violation of their Terms of Use.

The Netflix service, and any content viewed through our service, are for your personal and non-commercial use only. During your Netflix membership, we grant you a limited, non-exclusive, non-transferable, license to access the Netflix service and view movies and TV shows through the service on a streaming-only basis for that purpose. Except for the foregoing limited license, no right, title or interest shall be transferred to you. You agree not to use the service for public performances.

Please note a couple of important distinctions. When you sign up for a Netflix account (or Amazon Prime or Hulu Plus,etc.), you are agreeing to their terms and conditions. Generally, those conditions include that you will only use it for personal use. The classroom is not personal use. The classroom is a public performance.

There are some basic guidelines that you can follow:

  • If you pay for an account, it probably can’t be used in school.
  • If you need a user name and password to access, it probably can’t be used in school.

We recognize the value of video. We have opened up YouTube to staff and students. Media Specialists can approve videos for students to view if need be. This allow us to follow appropriate Copyright law and provide appropriate video resources for learning. Certainly it is not perfect yet. We do hope that it will continue to get better and better.

Password Tips

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Pretty much, no one loves passwords. They are, however, a necessity of our current life. The passwords that we use need to be “good” passwords. Below are a few tips:

  • Never tell your password to anyone (this includes the HelpDesk and techs)
  • Create a password using a phrase instead of a word. Much more secure and easy to remember.
  • Never write your password and post it on your monitor (or under your keyboard, that isn’t fooling anyone).

One of the safest ways to create good strong passwords is to use a Password Manager. Most of these have a cost associated with them. ( I use one, it’s worth my sanity).

Here is an article on passwords that you may find interesting and informative.

Privately shared Google files and Anonymous User

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 Interesting “bug”

Did you know that if you share a file privately with a known collaborator and they open the file twice, it may appear as if an external anonymous user is accessing the file?  When we found this strange behaviour, we reported it to Google and got this response…
‘In some cases, when a collaborator opens the same file in two different instances, one of the open sessions may show u as an anonymous user. For example, if a user opens a file on their desktop computer, as well as in a mobile device, the oldest session may be shown as an anonymous user’
So now you know … no need to panic.

Free online Courses

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Coaching Digital Learning

        Coaching educators to create digital learning environments is a challenging, important, and highly collaborative role. Individuals who play this role are instrumental in cultivating a digital learning culture within their school, district and/or state. This course allows you to learn along with your colleagues from other schools and districts to enhance your digital learning content knowledge and further develop coaching strategies. During this self-directed, peer-supported, MOOC-Ed you will:

  • Deepen your understanding of what it takes to coach others to integrate technology effectively with relevant and rigorous opportunities to build upon your professional needs and understanding — whether beginning in your role as an instructional coach or seeking advanced strategies;
  • Explore relevant frameworks (e.g. TPACK, SAMR, Four C’s), strategies, tools, and resources to advance your digital learning coaching efforts;
  • Experience multiple opportunities for personalized application of your new learning and job-embedded practice; and
  • Develop and share a coaching plan to support your school/district’s digital learning culture.

Who should take this course? This MOOC-Ed is designed specifically for instructional technology coaches, instructional technology facilitators, technology integration specialists, media specialist, mentor teachers, and others who guide teachers’ integration of digital learning to directly enhance and support student learning.                         

Disciplinary Literacy for Deeper Learning

This course will explore what it means to read, write, speak, and listen for learning and creating knowledge within a discipline. During the Disciplinary Literacy for Deeper Learning MOOC-Ed you will:

  • Strengthen your understanding of what it takes to engage students in deeper learning through disciplinary literacy practices;
  • Explore the model for inquiry-based disciplinary literacy and how it can promote deeper learning for your students;
  • Engage in disciplinary literacy practices (e.g., close reading, digital learning, constructing and supporting claims);
  • Experience multiple opportunities for personalized application of disciplinary literacy to your teaching context;
  • Design, critically evaluate, and share inquiry-based disciplinary literacy lessons;
  • Take action to become a leader by engaging others in disciplinary literacy practices.

Who should take this course? This MOOC-Ed is designed specifically for teachers in grades 4-12 in English & Language Arts, History/Social Studies, Mathematics, and Science, though it is open to all educators in K-12 and postsecondary levels interested in learning more about disciplinary literacy for deeper learning.

Fraction Foundations

This course will help you teach fractions concepts and skills more effectively through understanding students’ thinking and implementing research-based approaches in your classroom. It will help you address rigorous curriculum standards for fractions, whether from the Common Core State Standards or from other up-to-date standards.

The overall goals are that participants will:

  • Develop a deeper understanding of the fractions content standards, and relevant practice standards, that apply in their own schools.
  • Investigate common student misconceptions about fractions and why fractions are hard for children (and adults) to understand.
  • Analyze students’ thinking about fractions to inform instruction.
  • Address students’ learning differences when teaching fraction concepts and skills.
  • Learn to effectively use:
    • Fair-sharing activities to help students understand key concepts of fractions, such as fractions representing the relationship between parts and wholes, equivalent fractions and comparing fractions. (Focus of Unit 2)
    • Measurement and number line activities to help children understand fractions as part of the number system and key concepts such as equivalent fractions, comparing fractions, and the relationship of fraction and integer operations. (Focus of Unit 3)
    • Activities to help students understand why procedures for computations with fractions make sense. (Focus of Unit 4)

Who should take this course? Though this MOOC-Ed focuses on teaching fractions in grades 3-5, the concepts are applicable for other K-8 teachers and will help you address the needs of students who have learning differences that impact their mastery of mathematics.

Teaching Statistics Though Data Investigations

Our world is rich with data sources, and technology makes data more accessible than ever before! To help ensure students are future ready to use data for making informed decisions, many countries around the world have increased the emphasis on statistics and data analysis in school curriculum–from elementary/primary grades through college. This course allows you to learn, along with colleagues from other schools, to use an investigation cycle to teach statistics and to help students explore data to make evidence-based claims. During the Data Investigations MOOC-Ed you will:

  • Strengthen your understanding of how to engage students in a statistical investigation process;
  • Explore a framework for guiding your teaching of statistical investigations to promote deeper data explorations for your students;
  • Use rich data sources, dynamic graphing tools and key statistical concepts to support investigations of questions that are of interest to you and your students;
  • Examine the ways students reason with data to make evidence-based claims;
  • Personalize applications of statistical investigations to your students;
  • Collaborate with colleagues near and far to gain different perspectives on data investigations and to build a library of teaching resources.

Who should take this course? The Teaching Statistics Through Data Investigations MOOC-Ed is applicable to anyone interested in strengthening their approaches to teaching statistics through data investigations. The statistical content and strategies are appropriate for implementation with middle school through early college learners. Thus, teachers of statistics in grades 6-12 and in post-secondary contexts are the primary audience. This course may also be of interest to elementary teachers, teacher educators, and teachers of other disciplines that use data-based explorations extensively to make claims and inferences (e.g., science, social science).

https://www.mooc-ed.org/ 

Fractions Foundations-Free Online Course

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Fractions Foundations – FREE Online Course for K-8 Math Educators

Fractions Foundations is an eight-week online course* that will help you teach fractions concepts and skills more effectively through understanding student thinking and by supporting you to implement research-based instructional strategies in your classroom. It will help you address both the content andpractice standards as written in the Michigan K-12 Mathematics Standards (CCSS-M). Though this MOOC focuses on fraction instruction in grades 3-5, the concepts are applicable for other K-8 teachers and will help you address the needs of students whose learning differences impact mastery in mathematics. 

*The Fractions Foundations MOOC-Ed is offered through North Carolina State College of Education.

 If you are interested in receiving 30 SCECHs, please read the information below. Because we are offering thiscourse in conjunction with NCSCE, in order to receive SCECHs, participants will need to do the following:

1.    Email Becki Harding hardinr@resa.net by Jan. 29, 2016 expressing your interest in the SCECHs. Becki will email the interested participants all of the required paperwork in February. Note: You only need to do this if you want SCECHs. Participants that are not interested in SCECHs can go directly to the site and register.

2.    Submit thefollowing at the end of the course: Copy of the Certificate of Completion (issued by MOOC-Ed facilitators), completed work log, copy of the lesson developed for the online course, and completed SCECH form. All work must besubmitted to RESA by April 22, 2016 for SCECHs.

 Watch this short video to learn more about the course – https://youtu.be/6RZCczH-TOo

 Course starts Feb. 1, 2016 (Course orientation will open up Jan. 25, 2016)

Register here – https://place.fi.ncsu.edu/login/index.php. Click on “Create New Account” and complete the required fields. Then, navigate to the MOOC-Ed category of courses to locate Fraction Foundations course.

Free PD Opportunities

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Each course is 4 weeks long, with rolling enrollment the first week.
All courses have two live webinars.
For a complete list of Virtual Course FAQ’s click here.

All courses below will be eligible for 6 SCECH credits pending course completion.

*$10 SCECH Registration Fee

Jan. 5 – Jan. 31, 2016: Advanced Social Media

Social Media tools offer unlimited opportunities for in-depth authentic learning experiences with powerful real-world connections of curriculum to practical applications. Participants will explore the use of Social Media based on the highest level for the SAMR model and how best to do such work so that students have authentic experiences with real-world connected learning. Digital Citizenship will be a critical part of how Social Media tools will be appropriately used during the learning journey for course participants and their students.
Click Here to Register

Jan. 5 – Jan. 31, 2016: Authentic Student Learning & Gamification

Participants will discover mind-bending applications for Game Theory in the classrooms through both the case study approach as well as the development of a lesson, unit or assessment that they may apply within and beyond their classrooms.
Click Here to Register

Jan. 5 – Jan. 31, 2016: Advanced Practices in Literacy Instruction & Technology

Participants will enhance their existing knowledge & instructional skill with emerging theory on literacy instruction & powerful technology applications toward the development of long-term literacy support structures for their students.
Click Here to Register

Jan. 5 – Jan. 31, 2016: Advanced Google for Learning

Educators across the globe are capitalizing on Google’s multimedia tools to make their lessons more dynamic, engaging and supportive. Using the top levels of the SAMR model, participants will explore the use of mixing media for creating effective blended lessons. Designing lessons that encourage students to use multimedia Google tools to create authentic products that promote creativity and voice will be will be a critical part of the learning journey for course participants.
Click Here to Register

Jan. 5 – Jan. 31, 2016: Intermediate Google for Learning

Educators across the globe are using powerful Google tools like Blogger and Sites to connect, collaborate and enhance their classroom instructional practices. Creating a web presence allows teachers to virtually expand their classroom walls. Participants will explore how to use a variety of tools to create a face for their classroom.
Click Here to Register

Jan. 5 – Jan. 31, 2016: Introductory Practices in Literacy Instruction & Technology

Participants will explore how Literacy Instruction and Technology foster critical thinking experiences for students. This course will lay the groundwork for effective instructional strategies that support the foundations of literacy and technology integration.
Click Here to Register

Jan. 5 – Jan. 31, 2016: Introduction to Next Generation Assessments

Educators will understand and facilitate Michigan’s vision for Next Generation assessments by learning and applying appropriate strategies, structures, and support practices through this six-hour virtual course. Participating educators will explore and apply aspects of technology integration, blended learning and data collection toward the creation of a classroom-ready assessment that is conducive to the K-12 environment.
Click Here to Register

Jan. 5 – Jan. 31, 2016: Design Thinking Made Practical

There is a strong push for developing critical thinking in students through deep inquiry, as well as other College & Career Readiness skills. Design Thinking is an effective methodology that supports innovative approaches to learning as STEM, STEAM, Inquiry-Based Learning, Project-Based Learning, and other structures that emphasize standards-based authenticity and student voice.
Click Here to Register

Jan. 5 – Jan. 31, 2016: Introduction to Applying Google Apps for Education

This is an online program that participants will install, explore and apply up to fifteen new Google Apps and/or Chrome extensions that enable them to leverage the integration of Chromebooks in their classrooms.
Click Here to Register

Jan. 5 – Jan. 31, 2016: Intermediate Social Media

Social Media tools are a powerful way to support educators to improve instructional practices. Teaching tends to be a “lonely” profession because there tends to be limited time for professional collaboration during the school day. Social Media tools are opportunities to connect educators to the resources they need, including collaborating with their colleagues. These same practices are critical Global Competencies that students need to develop for College and Career Readiness.
Click Here to Register

Jan. 5 – Jan. 31, 2016: Professional Development through Social Media

In this online course participants will discover and explore a range of common and up-to-date social media platforms as well as establish channels that allow for powerful professional development and innovative leadership.
Click Here to Register

Jan. 5 – Jan. 31, 2016: Refining Curriculum with Deeper Learning in Mind (XBL)

Participants will learn and apply best practices in project, problem and inquiry-based learning toward the development of a lesson, unit and/or assessment that they will deliver within and beyond their classrooms.
Click Here to Register

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