Sunday, June 30, 2013

My 1st Currently!

Woah! Where on earth have I been!?! I can't believe this is my first Currently post with Farley. A few minutes early, but here goes nothing....

Listening...ahhh, the sound of silence. Everyone is asleep. It's darn near tomorrow, so they all better be. 

Loving...we spent the last 9 days traveling to visit family so I am loving being home. Finally! Our trip started after my daughter's preschool graduation. 

We made a pit stop at my mom's house on the way to Tahoe so we could be there for my nephew's 5th birthday party. 

We spent 3 days in Tahoe where my dad had all 5 of his kids together for the first time in, oh, about 10 years. I have a brother and sister in Hawaii, one in the Bay Area, one in the L.A. area and I'm in between those two. All of us in one place rarely happens... obviously, since it has been 10 years! Here are SOME of the grandkids...yep, 9 is only some of them, and yep the little one to the right is picking his nose. We couldn't get him to stop, hahaha!

The weather was stinky in Tahoe {boo!} so we did what our family does best...played cards {yay!}. I didn't win though...I lost 3 times unfortunately.

Then we went to see my husbands mama for 2 days in Reno. I got some new shades. That's my boy-boy making a silly face!

Then back to my mom's to endure the 100+ weather for 3 days. Thank goodness she has a pool!  

Thinking...honestly I'd rather not be thinking. My to-do list is growing and days left of summer is shrinking. Poo! own laptop. We have a family one, but my husband uses it for school. I want one that's mine all mine :)

Needing...SLEEP. It has been an exhausting 9 days yet here I am at my computer at almost midnight. I can't help myself. It's an addiction.

TIP...Be nice! It makes life much more pleasant if you'd just be nice to people. Even when they don't deserve it, just smile and be nice

Well, there you have it. My first Currently. Whew!  

Friday, June 28, 2013

Humans in a Digital Age: Exploring the Role of Technology in the Classroom

I've been on vacation for 7 days now and I have 3 more days until I'm home! Thank goodness for drafts done ahead of time and scheduled posts. 

I'm also extremely thankful to Mr. Hawkins, the tech teacher at my school for writing the following post for me while I'm away. My class gets to visit Mr. Hawkins once a week and the kids LOVE him. The projects they complete in tech class are amazing. In his post he gives some interesting insight into integrating technology into the classroom. I'm crossing my fingers that he'll want to post for me more often!


Will all this technology rot their brains? Why are the Birds so Angry? Do I really need computers in my classroom? What do 1-to-1 and BYOD mean? Can't we just go back to pencils and paper?

If you've wondered any of these things, you're probably a modern educator, trying to figure out the appropriate place for technology in your classroom. I hope to offer a few helpful thoughts on the subject. 

It’s no secret that the modern-day student is impacted by technology. The laptops, the iPads, the smartphones, the Nintendo DSs and PS Vitas, the Xboxes, the gigantic flat screen TVs… they have our students (and many of us) captivated. Just look for glowing faces in the car next you, and you’re sure to find a youth tethered to some shining device.  Or talk to a student about his favorite video game – but make sure you have a few minutes, since he’ll probably give you the whole plot line and his most recent exploits.

Here are some numbers: The average U.S. home has 5 Internet connected devices. 6% of households own more than 15 connected devices (Olga Kharif, Bloomberg Tech Blog, Aug 2012). There are 315 million people in the U.S., and about 425 million Internet enabled devices, according to the NPD Research Group (Katie McDonough, Salon, Jan 2013). In 2009, 97% percent of American classrooms had one or more computers available for student use (U.S. Department of Education, NationalCenter for Education Statistics, 2010). 6 out of 10 students have used a digital textbook. And by the end of this year, 11% of all textbook content will be digital (OpenColleges Infographic, 2011).

So with this digital revolution in full force, we know (or perhaps, FEAR) that as modern-day educators, we must get with the times, be cutting edge, and somehow become digitally savvy. This is why schools are pouring what little money they have into computer labs, rolling laptop or tablet carts, and classroom devices and peripherals (i.e. SMART boards, tablets, doc cams, etc.). We know that technology is inescapable, and we think we should probably be doing….something educational with it.

But there’s a problem: technology doesn’t actually DO ANYTHING helpful for our students unless we can identify a UNIQUE need that it may meet – something that could not be done without technology. And this UNIQUE application is not just the digital duplication of oft-done projects (i.e., typing state reports, biographies, etc.). There must be a better way to invite technology into our pedagogy. That better way, in my opinion, can be termed technology integration and collaboration.

Now when I say “INTEGRATION,” I’m referring to using technology to SERVE, EXPAND, and ENLIVEN the content that we already teach. It’s tempting to say, “Well, I have this class iPad, so I should probably do an iPad activity today.” Instead, an integrative approach would look at the content that needs to be taught and ask, “Can I teach this content using technology in a way that I could NOT without technology?” I’ll get to specifics in a minute...

Another temptation, as I alluded to above, is duplication. “My students always write out state reports, so I guess I’ll have them do some online research and type out their reports… that’ll throw a little tech in there.” The problem with this is that students are not challenged to go beyond what they have done before. They are not invited to work together and construct their learning together. They are not invited to grow in creativity, since they are really just repeating old forms dressed up in digital clothes. We need a technology paradigm shift.

And this leads me to the COLLABORATION component. To me, the most exciting possibility for technology in education is found in the realm of student-teacher and student-student collaboration. In the past, students have been limited to verbal response, written response, solo projects, and group projects. Of course, these forms still have a place in the classroom. They are important for assessment and information transmission. But we have the opportunity as educators to tap into the digital culture in which our students live, and in so doing, connect students to one another as learners.

We teach at a time in history when information and communication are often instant, geographical boundaries are blurred, and people of all ages and backgrounds can participate in the conversation. Now, with cloud technology (i.e., Google Drive, Skydrive, Dropbox, Evernote, and others), free and easy blogging tools, digital classrooms, educational social networking sites, information curating tools, and countless other Web 2.0 tools, students can collaborate with one another about virtually any topic. It is up to us to facilitate this collaboration.

But where do we start? Well, here are a few concrete examples:

  • Instead of having students write reflections, reports, or essays, consider creating a classroom blog using Have students write blog posts and comment on one another’s posts. Then make the blog accessible to parents so they can witness the collaboration. Students will find this writing format new and exciting.
  • Or… set-up a class community on (a Facebook-inspired educational social network). The class groups are private, and the students get to write short posts, comment on each other’s updates, and customize their profiles. Teachers can also post assignments, quizzes, and polls, as well as hosting all sorts of class content in their digital library. You can also link your Edmodo to Google Drive for easy file sharing with your students. (Edmodo is best for 4th and up.)
  • If you have a class tablet (iPad or other), have students take turns summarizing sections of a book or concept the class has finished. Once each student has recorded something, compile the clips using iMovie (or another video editing app/program), and play for the class. Then have students interact with their classmates’ summaries, asking questions and adding points. Or have students record themselves using a screencasting app like Educreations or Knowmia (both for iPad), then play it back and discuss. This turn-based recording can be useful for anything from story-telling to concept explanation.
There are countless other ways to integrate technology throughout the content we teach. And with a bit of boldness, a bit of research, and some willingness to go out on a limb, we can use technology in a collaborative way that invites our students to participate in THEIR learning experience. We can re-appropriate all of the digital noise around us and make something inspiring out of it. We can help students see technology as a tool that can enhance their academic journey and not distract from it. And along the way, we can have a lot of fun watching our students grow in creativity and competence.

So how do you use technology in your class? What tools have you found helpful? There are so many more specific tools we could discuss, but they might have to wait until another post...

All the Best,

Mr. Hawkins


Thanks again Mr. Hawkins! Show him some love and comment below with your thoughts, insight, questions, etc. 

"See" you all in real time next week!

Thursday, June 27, 2013

Throwback Thursday- Spruced Up Spelling


I am so thankful to Mrs. Carroll over at The First Grade Parade for this Throwback Thursday linky. It's such a motivator for me to go back and reflect on things that I've blogged about over the last year. 

This week I chose my Spruced Up Spelling post from June 22, 2012. It's a long one so please take a minute to click here and read it. 

Here are some of my reflections on each step of my sprucing up process:

Step One. Spelling Patterns Year at a Glance
Unfortunately, I wasn't able to figure out a way to successfully incorporate a lot of spelling practice in class. Since finding the Daily 5 book, I think I'll be able to make a plan for this. More on that coming some time this summer I'm sure. 

Step Two. High Frequency Words
I LOVED incorporating HFW's into my spelling this year. It was interesting to see the mix of ability here. I had many that couldn't even make it past the first 100 words, which are pretty simple. 

This year I want to make sure that I give my better spellers  opportunities to move through the words more quickly. Once we did initial testing they only progressed at five words per week. That was a slow pace for some. 

Step Three. Vocabulary
This portion went really well. It was easy to pick out words that I knew they would be unfamiliar with. Now that I've read up more on effective vocabulary instruction I realize that by giving them the definition and just asking them to memorize it is not really the best...BUT I'm not sure that I'm going to change this part. I might consider just using this portion of vocabulary as exposure and then do different vocabulary instruction in class. We'll see. No final decision yet. 

Step Four. Homework
I had most of my spelling pattern sheets ready before school started which was helpful. I uploaded them all to my class website which the parents loved. I still can't decide if I'm enabling irresponsibility, but hey, I figure when I lose a paper I go online a print a copy if I can. That's the world we live in folks! 

The tic-tac-toe board did not work for my kiddos. It just wasn't enough practice. Maybe it was the choices I gave. Of course my super spellers were doing fine with it, but my low kiddos were bombing tests every week. I changed homework to a standard  assignment: write words in ABC order, write words 3 times each, do sailboat spelling with each word, and write HFW's in a sentence. Test scores improved overall so we did that for the remainder of the year. I don't love that homework, so I might rework that for this year. Still thinking on that. 

Step Five. Assessment
I loved the test form that I came up with. It was easy to divide the assessment into a language and spelling grade. I liked that it was all on one page too! The only thing that I would caution is that at the beginning of the year the process takes FOR.EV.ER! I had a moment where I thought of scrapping the whole thing and going back to traditional spelling. I'm SO glad I didn't. After several weeks of patient practice they had it down. Testing eventually became a breeze. I had a class set of clipboards which really helped when students were testing each other on their HFW's. 

So there it is. My throwback to spelling. Go link up with The First Grade Parade, or at least check out some other posts from the past.

Wednesday, June 26, 2013

Bloglovin Linky


A huge thanks to Tori from Tori's Teaching Tips for creating a fun Bloglovin Linky where we can find a ton of new blogs to follow. When I say a ton I'm not kidding...I linked up at 175! Head over there to check them out....

....but before you do be sure to that you follow my blog by clicking the button below.

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Monday, June 24, 2013

Building Mathematical Comprehension- Chapter 3

I'm loving this summer's book study! Thanks to Teaching With a Touch of Twang, Smiles and Sunshine, and Mrs. Nguyen's Class for hosting Chapter 3. 

Ch. 3 Focus: Make Connections and Build Schema
It was interesting to learn that prior knowledge of a content is one of the highest indicators of how well a student will learn new information (85).

Building schema and activating prior knowledge is crucial!

We can help students make meaningful connections by modeling how to make connections, utilizing think alouds, incorporating mathematical discussion into lessons, and asking quality questions

Similar to reading, students can make the following connections:
  • math to self
  • math to math
  • math to world
My big question during the first portion of this chapter was, "...but Laney, HOW do we teach students to recognize these connections?" Of course she answered this question as the chapter went on...
To teach math connections:
Use Think Alouds and Modeling
  • plan the think aloud ahead of winging it
  • be authentic
  • use precise language- I remember that...This is like when we...I know that...This reminds me of... (96) 
Incorporate Mathematical Discussion 
  • Math at Home- discuss how students use math at home
  • _____ Makes Me Think Of- a discussion to introduce a new concept
  • Current Events- always spark great discussion! 
Interwoven into all of the above ideas are carefully generated questions (more on questions next week in Chapter 4) that help students see mathematical connections.
Of course these are just a few of the ideas that Laney has touched upon in Chapter 3. There is so much to discuss that I'd want to just copy the whole chapter for you to read. I'd like to avoid jail, so I won't do that, but please go buy a copy of the book. You won't regret it! 

Congratulations to Rachel M. on winning my 150 Follower Giveaway!
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Thursday, June 20, 2013

Throwback Thursday- Dish Drying Rack Filing System

At the beginning of every year I make these plans to be super reflective throughout the year and take copious notes about how the lesson or activity went. But let's face it; once school starts life takes over and some days I'm just in survival mode. I'm hoping that in my 3rd year in 3rd grade things will start smoothing out. 

This is why I love Mrs. Carroll's idea for a Throwback Thursday. A time where we pull up a post from the past and make some reflections about it. I don't have a plethora of years to look back at, but there are definitely a few things that I have tried that either worked very well, need some tweaking, or will be "tossed out" this year.


 Ok, my first throwback goes to (in no particular order)....drum roll please....

 (Click the link to read this post from the past)

Looking back this was a DARLING idea! My folders were beyond cutsie, I had supplies at my fingertips, I eventually added appropriate labels to the files, papers were actually making it into the files. All this were looking up...until.............


As I added papers to the files they began to flop over and get all bendy. Yuck! It look horrible, it was hard to flip through and access the files or the papers that were in them. This brilliant idea quickly went downhill. I started using it less and then I had this big mess of floppy folders on my desk. Here is where my once beautiful filing system now lies: 

Poor filing system :( 

Unless you have folders of steel or some way to reinforce the folders I'm not sure I'd try this seemingly super idea. It's such a cute idea though, so I'd love to hear any success stories. 

Leave a comment below or you can link up with The First Grade Parade and share your own Throwback Thursday.

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Tuesday, June 18, 2013

Bloglovin Switcheroo

Follow my blog with Bloglovin
Okay, okay, I'm doing it. I just signed up for a Bloglovin account. So far so good. Is it weird that I wish the images in my feed were on the left? Maybe because I'm a rightie...who knows. More Bloglovin later.

150 Follower Giveaway!

I know, I know, 150 is not a huge blogger milestone....BUT, I'm thankful for every one of my sweet followers! And besides, it's a great excuse to give away some free stuff.

And I have two sweet bloggers who have joined in the fun with me. Kelly from An Apple for the Teacher and Brigid from Bits of First Grade are both giving away any one item from her TpT store. Just click the picture links below to do some browsing. Thank you so much ladies for helping out!

PhotobucketAn Apple For The Teacher 
I'll be giving away 3 items from my TpT store to round things out to a nice package of 5 items! Giveaway starts today and ends on Sunday.

Thanks to each and every follower!

a Rafflecopter giveaway

Monday, June 17, 2013

Building Mathematical Comprehension- Chapter 2

I'm back for a "hit the high points" review of chapter 2 in Laney Sammons' book, Building Mathematical Comprehension: Recognizing and Understanding Mathematical Vocabulary. If you missed Chapter 1 you can read about that here

Thanks to Thinking of Teaching, Still Teaching After All These Years, and My Second Grade Journal for hosting this week. 

I'll continue putting my personal thoughts and reflections in italics

Chapter 2
This chapter is all about mathematical vocabulary. This was especially exciting to read about after the last day of my Thinking Maps training because we had a whole activity based on tiered vocabulary. Chris Yeager, one of the authors of the Thinking Maps training manual, has a quick post about the CCSS shift from Tier 3 to Tier 2 words. You can check that out here

The big takeaway for this chapter: The teaching of tier 2 and 3 words must be explicit. (46) This teaching is critical to solid mathematical comprehension. This of course applies to other content areas as well, not just math. 

Takeaway 2: There was a lot of push towards allowing students to develop definitions in their own words rather than dictionary definitions or teacher given definitions (47).

This made me think of two things: the importance of math journals where students can reflect on their learning and it also caused me to rethink they way I currently do vocabulary instruction. I usually give definitions to students rather than letting them construct their own. Thinking maps are a great way for me to change this in class.

Takeaway 3: Let vocabulary development follow concept development (55).  In other words, it's okay to teach vocabulary AFTER the students understand the concept of what you're trying to teach. 

This was a completely different approach than I had ever thought of. It makes sense though because I recall throwing out tier 3 vocabulary with a little explanation at the beginning of a lesson and it's like deers in the headlights. I think this is a great principle to follow for vocabulary instruction. 

Takeaway 4: The textbook should not be the sole source of vocabulary words for instruction (59).

In my class I usually focus on the few vocabulary words that the textbook highlights and don't really consider what other words my students might need clarified. This is especially important when it comes to problem solving. It's where those tier 2 words really make a difference. 

Later in the chapter Laney gives a ton of ideas for ways to have students engaged in discourse using mathematical vocabulary, from graphic organizers to games to word walls and vocabulary notebooks.  

Again, coming off of this Thinking Maps training, it was neat to see how I was able to take almost every graphic organizer and translate it into a Thinking Map. 

For example:

Frayer Diagram (71)- segmented Circle Map
Venn Diagram (72)- Double Bubble Map
Venn Diagram with Rings (73)- Brace Map
These are/These are not chart (74)- Tree Map
Concept Map (76)- Circle Map (or Tree Map)

I definitely have Thinking Maps on the brain!

Now go #getyourmathon 

Tuesday, June 11, 2013

Guess My Number Winner....AND another Giveaway

I spent all day with a local school district (I teach at a private school, so we don't have any partner schools to collaborate with) taking part in Thinking Maps training. It was beyond amazing! If you haven't heard of Thinking Maps you have to check it out here

Tomorrow and Thursday will be all day training as well, so this will be short and sweet since it's already past my bed time.

The winner of the Guess My Number Challenge is Lori, with the guess 43 (my favorite birthday number). Lori will get a copy of the Guess My Number activity...and because I'm so thankful for the other ladies who played along, I'm sending them a copy too!!

I also hit 150 followers today so a giveaway will be coming soon for that. Stay tuned.


Monday, June 10, 2013

Building Mathematical Comprehension- Chapter 1

I'm so excited that it's time for Chapter 1 of the Building Mathematical Comprehension book study. A big thanks to Brenda at Primary Inspired and Beth at Thinking of Teaching for starting the study and for hosting week one!

My husband always says that I take for-ev-er to get to the point of what I'm trying to say...I of course don't think that's true; I think he's just being a man about it...but in the event that he's right...which of course rarely happens (I know he won't be reading this so I can say that!)...I'll be giving you the straight to the point, no fuss, no muss version each week. I've included my personal thoughts and reflections in italics for your reading pleasure {ha!}.

Here are my take away points from Chapter 1:

Mathematics Goal: Teach students to use mathematics for functional uses (19).

I need to help my students make real world connections between the math we do in class and their everyday lives!

Reaching that Goal:
  • build consistency with instructional strategies across content areas (in the case of this book, reading strategies applied to mathematics) (21)
I need to be aware of the strategies that I use in one subject and identify how they can be used consistently across content areas. This book is a great start!
  • create a consistent vocabulary to maximize effectiveness (21)
Consistent strategy vocabulary will ease confusion and will help with the implementation of strategies across content areas.
  • teach the structure of word problems similar to how you would teach the structure of a narrative or expository text (25)
Duh! We do this in reading, why wouldn't we do it when approaching problem solving. Maybe teach students how to give word problems a mini or simplified close read. 
  • to increase confidence and willingness to try, acknowledge the various ways students will attempt problem solving as opposed to expecting one way to arrive at the solution  (25)
I have to remember to encourage students to be creative in their approaches to problem solving. Many times you can arrive at the correct answer in a variety of ways. I have to nurture every road that students take to get to that answer.
  • give students credit for trying every problem and showing their work versus only giving credit for correct answers; this will increase persistence towards mathematical tasks (26-27)
My partner teacher and I grade all math work for accuracy. {thumbs down!} After reading this chapter and watching some videos from Rick Wormeli {fabulous, and a thumbs up!!} I hope to be changing that next year. Maybe a post on that coming soon?
  • teach strategies explicitly using 6 steps quoted by Sammons (31):
    1. Explain WHAT the strategy is
    2. Explain WHY the strategy is important
    3. Explain WHEN to use the strategy
    4. MODEL the strategy (without student involvement)
    5. GUIDE students while they practice the strategy
    6. Let students use the strategy INDEPENDENTLY
I've always been a fan of explicit instruction, modeling, think-alouds, and such so this is an encouraging first step for me.
Of course there are so many more important things discussed in this chapter. I highly recommend you get a copy and join in the study.

See you next week for Chapter 2: Recognizing and Understanding Mathematical Vocabulary   

SIDE NOTE: I'm giving a day or two more for my Guess My Number Giveaway. Read and enter here

Sunday, June 9, 2013

Goals and Guess My Number Giveaway

Last year my goal was to focus on improving the way I teach writing, science, and history. I did a lot more writing, which was fabulous. For science we started science journals, although we didn't use them that consistently. In history, I slowed down the pace and used a lot more visual aids and charts. 

This year my focus is on improving math and writing, while continuing the improvements that I started this past school year. This is why I'm so excited about the math book study that I'm doing (more on that tomorrow!). It has even inspired me to do some more TpT creating. 

My plan is to go chapter by chapter and create fun and exciting ways to reinforce our math lessons. Our first chapter is on place value. It seems that many students come to me with weak number sense, so this Guess My Number activity will get them reasoning about numbers. 

Students will read through the clues and reason about what digits are in each place. 

Then they record their number on the recording sheet. The pack includes an alternate recording sheet that does not have the lines, but the lines are a great scaffold for students that need it.

I hope to have more place value activities coming soon. For now, I'll be giving away a copy of this to the first person to Guess My Number. It just happens to be my favorite one!

The details: 
-Only make one guess (the clues are open ended enough that it could be a few different answers)  
-You must be a follower of my blog
-You must agree that if you win, you will host your own Guess My Number giveaway on your blog (if you have one). I'll send this to the winner of your giveaway as long as they are following both of our blogs. 

Here are your clues:

My number has 2 digits.
The digit in the tens place is one more than the number in the ones place.
It is an odd number.

Good luck!! *UPDATE* Guessing is closed. The winner is Lori :)

Friday, June 7, 2013

Teacher Toolbox Trio Linky

Alison from Eberopolis is hosting a linky dedicated to all things Teachers Pay Teachers.


Here are Alison's rules for the linky:
1. Share a product that you've made that you couldn't live without.
2. Share a product that you've purchased that you love.
3. Share something from your wish list that you're hoping to get for next year.

She says: "If you're not a seller on TpT, no worries -- just share two products you've purchased that you love!"

1. Something I've Made
I'm a baby TpT seller, but one thing that I LOVE to use is my Buddies for Reciprocal Teaching set. 
It's a simple product, but I love using this reading strategy with my students. You can read about the buddies here or purchase them here. I'm hoping to add a buddy or two this summer!

2. Something I've Purchased
I'm a TpT freebie lover, but one thing I've purchased recently is the  Multiplication and Division Boot Camp from Teacher Chick. I haven't used it yet, but it's all printed and ready for next year. It looks fabulous. You can read about it on her blog 3 Teacher Chicks. Buy it here.

3. Something on my Wish List

This is a huge pack from Fancy Free in Fourth that helps you cover root words all year long. It's the newest item in my wish list and also the thing I'll probably purchase first when it's time to buy!
Check it out on her blog here or buy it here.


Now go link up with Alison and if you haven't started following her blog, you should!

She's celebrating the 100 (almost 150!) follower milestone by giving away this...
Thanks Alison, for the chance to link up and win!  

*I too am nearing the 150 follower milestone. Please email me if you'd be willing to help with a fun giveaway: 

Sunday, June 2, 2013

My First Prezi

A huge pat on the back to ME for creating my first Prezi!! 

(and no, I'm not really that self-loving, I'm just super excited! Let's just say I've repeatedly made had my kids watch my Prezi. And yes, I feel like Teacher of the Year when they tell me how cool it is...don't judge. But they're just 4 and 7, so we'll see how enthused my 3rd graders are next year. Ha!)

What is a Prezi? Oh, I'm so glad you asked. 

A Prezi is a way to present information that differs from the very linear approach you find in a PowerPoint presentation. The Prezi begins by giving the viewer a "big picture" idea and then delves into the details of that idea. What I love about Prezi is that the presentations are SO visually appealing. I can't imagine a kid dozing off during one of these! 

It's much easier to get the idea when you see a Prezi. Click the picture below to be directed to the Prezi site where you can view my first Prezi. (I teach at a private Christian school, so I teach Bible every morning. This Prezi covers our first lesson of the year: The Trinity.)

I'm sure there are more elaborate Prezi's out there, but I was pretty proud of this first one. 

If you're not very tech savvy, it might take a bit of getting used to. I wouldn't say that it's super duper easy, but fairly. I watched two of the intro tutorials on the Prezi site and I was able to figure it out by just playing around with it. It wasn't extremely quick this first time around, but I'm sure once I get more comfortable with the site I'll whip them out more quickly. 

How do you see Prezi fitting in with your curriculum plans for next year? Anyone else willing to give it a try? I'd love to hear! Leave me some comments about your thoughts, ideas, or plans to use Prezi in your classroom.