Teachers: I was wrong about Evernote

Evernote logo

One of my most popular posts is a negative review of Evernote, the personal digital assistant that many people use to organize their lives.

In the post, I argued that Evernote is unnecessary for teachers because the application discourages hierarchical organization and instead relies on tagging and searching to find files.

I’m sorry. I was wrong.

After more than a year, I recently went back to try Evernote again, and I have changed my mind. Teachers definitely should take a look at the program. Here are a few ways I use Evernote.

1. It’s good for random curriculum ideas. Instead of opening up Google Docs to create a more formal document, Evernote records my little ideas no matter where I am. (The phone app is really easy and helpful.)

2. It’s good for recording in-person conversations with students. If your grading program doesn’t allow for easy note taking, Evernote can easily substitute. Just make sure the student’s name is in the note (preferably the title), and you can have a running record of your conversations.

For phone or text conversations — more common with parents — I prefer Google Voice, where you can add your note directly to the received or placed call.

3. It’s great with a scanner. I’ve found that scanning student work as images or PDFs can reduce your desk clutter. I prefer JPEGs for written or typed work (to maximize Evernote’s sharp OCR technology) and PDFs for artwork.

There’s also plenty of teaching materials that come only in soft copy. When I get something I don’t want to file, I scan it into Evernote, and I’m happy.

4. It’s not hard to create an organizational system. One of my biggest gripes was that Evernote almost wanted you to shun organization. This isn’t true. You can have more than one notebook, or you can set up tags to create a nested system. Because Evernote is addictive, I highly recommend that you think of setting up your organization scheme before you go crazy writing notes and uploading files. Just because the program is supposed to be your “second brain,” I’ve always preferred having just one.

5. You can upload a lot. My free account gives me 60 megabytes a month for free, which isn’t much if you’re uploading a lot of art, but it’s a whole lot if you’re uploading mostly documents.

There you have it. I’m officially an Evernote convert. Feel free to leave comments about how you use Evernote as a teacher.

For teachers, SugarSync outdoes Dropbox

Now that Microsoft has discontinued Live Mesh Beta, it’s time for me to find another application to sync all my stuff.

I liked Live Mesh, but my computers still run XP, which no longer supports the new Windows Live Mesh 2011. (Question #1: Are you confused yet? Microsoft likes to keep us guessing. Question #2: What happens to Live Mesh 2011 in 2012?)

So over the last few days, I’ve looked at Dropbox and SugarSync, which do everything Live Mesh used to do, only better and faster. Ultimately, I’m choosing SugarSync, and here’s why.

Dropbox

  • 2 GB free storage
  • 1 synced Dropbox folder
  • Online manager

SugarSync

  • 5 GB free storage
  • 1 synced Magic Briefcase + Sync Any Folder
  • Online manager + Desktop manager

There’s more to compare, of course, but the additional space, along with the Sync Any Folder feature, makes SugarSync the winner for me.

Let’s say that I have three computers (desktop, laptop, school) and I want to back up both personal photos and school photos. With Dropbox, the files would reside on all three machines (plus in the cloud). SugarSync allows for more flexibility. For example, I can back up my school photos on all three machines but sync my personal photos on just my home desktop and laptop.

As a teacher, my life has to be together and separate at the same time. Even though I want simplicity, privacy is crucial, too. Therefore, if I have to choose one cloud storage and sync solution, I’ll go with SugarSync. 

Register here and get 5.5 GB free storage!

My students love GroupMe

GroupMe, a group text messaging service, recently won SXSW’s Digital Breakout Award. I can see why. My students love GroupMe.

GroupMe gives you a phone number that you can share with a group. Text that number, and everyone gets it. You can also conference call.

Since my post in September, my students have used GroupMe to get help on their homework and to coordinate class projects. There’s plenty of room for jokes and banter, too.

Even students with computers prefer GroupMe. It’s faster than Facebook. I love Edmodo, but it’s just not as universal as GroupMe. GroupMe is just a text away, and you get the whole group at the same time.

The only problem comes if the group becomes too large. One of my groups is 17 students big, and there was conflict a couple months ago when someone thought GroupMe was Twitter. For students without unlimited text plans, it doesn’t work. Even though you can mute incoming texts, it’s best when everyone in the group gets the messages.

Next year, I think I’m going to require students to sign up either for GroupMe or another service that will encourage peer support. The best classes are ones where students know they can get help from the teacher but also realize the importance of supporting each other. 

Article of the Week: a huge success

readicideKelly Gallagher is my hero.

Author of Readicide, Gallagher champions a hybrid approach to reading instruction. Make sure the kids read a lot on their own, but don’t forget to teach the classics, too.

Part of Gallagher’s curriculum is the “Article of the Week,” designed to build students’ schema and understanding of the world. Each Monday, he passes out an article and a brief assignment, which students complete before Friday. Gallagher came up with AoW after a lesson in which several of his students thought Al-Qaeda was a person.

 

I decided to try AoW this year with my ninth graders for three reasons:

  • I wasn’t teaching enough non-fiction in English 9.
  • It seemed like a great way to teach reading strategies.
  • I wanted students to realize there’s a big world out there.

Instead of assigning the article for homework, which at my school would mean varying completion rates, I decided to incorporate AoW in my daily routine. It’s the first thing students do every day when they enter class.

On Monday, students get a new AoW. Here’s an example. On the front side is the article, sometimes abridged but never altered otherwise. On the back are four quick assignments that students complete in five minutes each. (Our class meets four times a week.) After the five minutes, we talk about our responses for no more than five more minutes. Then we make a transition to our next activity. Simple and quick.

Although the daily questions vary, I’m settling in on four basic strands:

  • Block 1: Main Idea / Author’s Purpose / Audience
  • Block 2: Reading Comprehension / Analysis
  • Block 3: Vocabulary
  • Block 4: Making Connections / Response

Because the articles change but the questions stay mostly the same, students have improved their non-fiction reading skills significantly. With weekly practice, they can determine the author’s purpose, for example, much better than they could a few months ago. I’ve also noticed that they attack vocabulary with more confidence. It’s been fun to teach rhetorical devices as they appear in real, high-interest articles.

Article of the Week has been great not only because it offers a highly structured beginning-of-class activity that focuses on building reading skills. In addition, it expands students’ minds and experiences. Article of the Week has built my students’ empathy.

I try to choose articles that are about my students and completely not about them. For example, one was about street kids in India, while another was about toy guns in Iraq. Variety counts, too: This Monday, the article could be focusing on Proposition 19, while next Monday, it could be focusing on anti-gay bullying.

I’ve made a lot of changes to my English 9 curriculum this year, and Article of the Week has probably been the most successful one. It’s easy, it interests students, it builds their reading skills, and it makes their world bigger.

If you’d like more examples of my AoWs, just let me know.

Thank you, Mr. Gallagher!

Struggling to keep up the reading momentum

I see my students reading, and they say they’re reading, but something isn’t quite right here.

They’re not finishing books as quickly as they did last semester.

My hunch is that they can’t possibly be reading for 30 minutes every night, the basic homework assignment.

But then on today’s Third Quarter Reading Survey, most students reported that they read 4-6 times a week.

How is it possible that they’re progressing so slowly?

Here are some of my ideas:

1. They’re not reporting the truth. I’m not saying they’re liars. Rather, my students may be over-reporting, or remembering having read when really they were doing something else.

2. Their definition of 30 minutes of reading isn’t the same as my definition. Or maybe they’re “fake reading.” Students may think they’re reading simply because they have a book in their hand, even when they answer a text or watch a TV commercial.

3. Their reading pace — especially on their own at home — is slow. If a student can read 20 pages an hour at school, perhaps it’s 10 at home.

I need to figure this out, find out more details.

I have a pretty good story of why some of my students aren’t reading, but I’m not as clear on the overall trend. Whenever I ask them about their reading habits — or about their identity as readers — the data comes back positive. “I’ve read more this year than ever before” is a common response, and so is “I’m a much faster reader and can read for much longer now.”

Should I be happy with this anecdotal data? It feels good, but it’s much more important to know that they’re reading a lot and that their reading skills have improved.

If you have ideas about next steps, please let me know, and thank you!