Offering Electives to Elementary Students
Electives, as we all know, are classes that students choose to take. Electives are typically chosen based on interests, passions, a need to learn something new, and/or because of future goals. It is not clear to me why elementary students are rarely offered elective courses.
In addition to empowering practical skills, electives can help students find hidden talents or passions. In fact, several studies show that students are more likely to get a degree or major in a course they took as an elective. Electives offer options that allow individuals to seek out interests. Being able to choose a class is huge, and this tends to keep kids motivated to learn (Beyond the Classroom: Electives in school — essential or entertaining?).
Other benefits of electives include:
- They honor student voice and choice. Obviously, the act of allowing students to choose desirable electives gives them both voice and choice. Electives should also be designed so the types of activities offered to students embrace their voice and choice.
- Given that students select their electives, they become interest and passion driven.
- They are self-differentiating. First, the act of selecting electives of personal choice can be considered differentiation by interest. Second, within the electives themselves, students choose to work on personal projects that are often based on both their ability levels and interest levels.
- They are authentic and relevant. The types of elective offered should mimic the types of activities used by professionals in a related career field. Students will then see what they do during their electives as having real world applications.
- Electives assist students in seeing the big picture of the content being studied. By showing them the types of learning activities that will be part of the elective, they get to see more of the big picture of the elective; the smaller pieces of the bigger elective topic. I never understood why elementary students aren’t shown the bigger picture of a lesson, unit, or course. At least, college, and some high school, students are given a syllabus which tells them what they will learn during the course.
- Because elective classes offered to elementary students should be STEM/STEAM process based, they have the potential situate historically underserved and disenfranchised young people to be more competitive with more privileged youth in college. The types of electives offered to the students assist them in developing the “21st century” skills of creativity, communication, critical thinking, and collaboration as well as the ability to persevere, iterate, ask for help, and see themselves as capable learners. It gives them the extra boost that many of the more privileged youth get through their extra-curricular activities.
I am a lifelong learner. I have a very strong need to learn new things. Summers give me the opportunity to learn new things that I can offer to my students during the following school year This summer was no exception. I learned about artificial intelligence, e-textiles, and hydroponics. Now, I can offer these new things as well as some others related interests and passions as electives this coming school year
I have the privilege of teaching gifted elementary students at a few Title 1 schools. I understand that I have more freedom than the classroom teacher to develop and teach my own curriculum. I see my students for two 2-hour blocks during the week. So I plan to explain to them that they can choose two to three electives per semester. The selection of electives is up to them. This year I prepared the following slideshow to show my students the electives from which they can choose. (Note: I know that teachers have to teach to so many standards and use district mandated curriculums. I still believe they can carve out some time during the week to offer electives. I think students have a lot to gain to see their teachers teaching about their personal interests and passions. They get to see their teachers actually being lifelong learners and the benefits it entails.)
The Role of Kits in Maker Education and STEM Learning
There has been a fair amount of criticism leveraged against “paint-by-numbers” types of STEM and maker kits. This criticism revolves around the stifling of the creativity of learners. I contend that learners need foundational skills so that they can be freed up to be creative. Think about learning how to cook or play an instrument. The basic and foundational skills need to be there in order for the makers to go in directions that are new and creative for them.
This past spring we returned to face-to-face teaching but students could stay remote if they and their parents chose that. Half of my student selected that option. I was able to purchase DEUXPER Science Experiments DIY Kits – one for each learner – through DonorsChoose. For the students at home, I delivered the kits to them.
The kids in both groups thoroughly enjoyed making the projects. There are several benefits for learners in making from a kit:
- I discussed stages of being a maker learner in my book Learning in the Making: How to Plan, Execute, and Assess Powerful Makerspace Lessons. As described for the Copy Stage, doing prescribed, step-by-step, procedural projects helps with scaffolding. They help build foundational skills for learners to be able to make more complex, open-ended, and self-driven projects.
- Following Directions or Step-by-Step Procedures – This is a life skill in that putting things together is a beneficial for later in life. Lots of things folks purchase come in parts that have to be put together.
- Learning How Things Work – By seeing the individual parts of a project prior to them being combined into a whole, working project, learners get to see how things work.
- Perseverance – For more complicated kits (which I use), the learners almost always have a challenge to face. I will not directly help them. I ask them to persevere. I also suggest they ask one of their peers for assistance. Learners really enjoy giving one another tips for constructing their projects.
- Feelings of Accomplishment – in completing a difficult task. The looks of joy and pride in completing their projects were a beautiful site to see. It was also fun seeing the joy they had in playing with the projects they created.
Scratch Monster Mash Up: A Language Arts/Technology Project
This project was developed by Colleen Graves. I found information about how to do it at the Makey Makey blog post entitled, Scratch Coding Literacy Project Ideas for Makey Makey micro:bit Inventions. She designed it to be used with Scratch programming and the micro:bit micro-controller. I asked my students to create their monster mash ups using only Scratch programming. Scratch programming permits remixing of projects. I gave my learners a version of the project Colleen Graves shared so that they could remix hers and concentrate on creating their creatures and the accompanying text.
Standards Addressed
- CCSS.ELA-LITERACY.W.5.3
- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
ISTE Standards for Students
- Students create original works or responsibly repurpose or remix digital resources into new creations.
- Students publish or present content that customizes the message and medium for their intended audiences.
Introduction
Students are shown and explore the book. Myth Match: A Fantastical Flipbook of Extraordinary Beasts. “ou might have heard of the unicorn and the griffin, but what about the unifin? This fantastical flipbook collects together magical and mythical creatures from all over the world, then lets you mix and match their fronts and backs to create even more wondrous beasts of your own!” See the video below for some examples from this book.
Main Activity: Creating Monster Mash Ups in Scratch Programming
Specific directions as to how to do this can be found in Colleen Grave’s blogpost, Scratch Coding Literacy Project Ideas for Makey Makey micro:bit Inventions. Below are some artifacts for this project.
The Template for the Writing Part
Some Examples of Monster Mash Ups Created in Scratch
A Finished Scratch Example (click on the image or the link below it)
Choosing Not to Grade Student Work
I wear many hats as an educator. I teach graduate courses in education and counseling. I am a seminar facilitator for student teachers, and I teach gifted education at three Title 1 elementary schools. I have said for decades that I love teaching but I hate grading. It puts me in a power position over students which is, for me, contrary to my teaching philosophy of creating a learning community where we all become teachers and learners. Achieving this goal becomes more difficult when I am the grader-in-chief. For the graduate courses, I still am the grader-in-chief. I haven’t figured out a way around this as I am part of systems of universities where this is a deeply embedded practice. (Although Jesse Stommel does ungrading in higher education – see How to Ungrade). As for my other hats, cohort facilitator and gifted education teacher, I do not have to grade and am grateful for that. I intentionally selected public education jobs, PE teacher in the past and now a gifted education teacher, where I wouldn’t have to give them grades; where I wouldn’t have to give them standardized tests.
Across education, we’ve normalized absurd levels of grading, test-taking, and standardized assessment. Without much critical examination, teachers accept they have to grade, students accept they have to be graded, students are made to feel like they should care a great deal about grades, and teachers are told they shouldn’t spend much time thinking about the why, when, and whether of grades. Obedience to a system of crude ranking is crafted to feel altruistic, because it’s supposedly fair, saves time, and helps prepare students for the horrors of the “real world.” Conscientious objection is made to seem impossible (Jesse Stommel How to Ungrade).
Without the pressure of being graded, students don’t ask the typical questions such as, “Do I have to know this for the test?”, “How many pages does the paper need to be?”, “Do I need to use references? If so, how many?” Without the pressure of being graded, learners will be more willing to take risks, try new things, and be more creative and more innovative.
Without the “threat” of a grade, an extrinsic form of rewards and punishment, there is more pressure on the educator to create learning activities that are highly engaging and intrinsically rewarding for their learners. (Disclaimer: Even if students are getting a grade, I believe their work should be intrinsically motivated.) To do so, several conditions or pre-requisites need to be present:
- A thorough knowledge of learners’ cultures, interests, hobbies;
- An understanding of developmental appropriate practices for the age-range of learners;
- An understanding of the importance of fun and play for learners of all ages;
- An intimate knowledge of a wide variety of instructional strategies including, but not limited to, hands-on/minds-on learning; creating multimedia like videos and podcasts; the design thinking process;
- Knowledge of and instruction in process-oriented skills including, but not limited to, learners asking their own essential questions; the iterative process; researching skills; communicating with others; critical thinking and problem solving skills;
- Knowledge about how to design open-ended, self-directed learning experiences.
The results of not grading and designing intrinsically motivated learning activities can be heard in the spontaneous comments made by learners. This qualitative information, for me as an educator, is a much better measure of success in the classroom than any type of quantitative information. What follows are some comments I love hearing from my learners:
- I really like coming to class.
- Can I stay in the classroom (for recess, for lunch, after school) so I can continue working on my project?
- Is it time to go leave already?
- I am a good learner.
- I love learning new things.
- I feel like I have a real voice in this classroom; that what I say matters.
- I know I wasn’t successful with the assignment but I am going to use that information to improve.
- Our class feels like a family.
- You (the teacher) haven’t forgotten what it’s like to be a kid.
Virtual Improv Activities for Remote Learning
Given my experiential education background, I’ve always been fond of and have used group team building and problem-solving activities with all of the age groups I teach – for example, see Team-Building with Elementary Students. I’ve written several blogs about teaching remotely during the pandemic and how remote learning can be engaging, exciting, and include student-to-student relationship building activities.
I believe that all learning, face-to-face or online, should have the students doing things rather than be passive learners. Recently I went to a workshop on virtual improv activities. I really loved it and am now incorporating these type of activities into my online teaching of both my college students and my elementary students. These activities elicit the same excitement, energy, and engagement as the face-to-face team building activities.
Improvisational theatre games are traditionally used as an ice-breaker for theatre actors to feel comfortable with other actors as well as the script of the play. The skills and processes of this technique can be introduced in the beginning or at the end to [a virtual class] to initiate communication and encourage collaboration. This can be an educational tool to develop communication skills, and creative problem-solving and supportive teamwork abilities. The rules of improvisational theater, or ‘Improv’ as it is often called, are: don’t hesitate, pay attention, never block or negotiate, always add something positive, and don’t be scared of silence. Following these rules, elements of Improv can be successfully transferred from real life settings into virtual team sessions (Improvisational Theatre Can Breathe Life Into Virtual On-boarding).
What follows is a sampling of improv games:
Club Gesture
Everyone chooses a quality to share about themselves, and picks a gesture or movement to represent it. Going around the circle, each person says their quality and demonstrates the accompanying gesture, and the whole group does the gesture too. Ex: Gloria says, “I’m Gloria and I’m highly organized,” pantomiming arranging objects in the air with great focus. Everyone then does her gesture of arranging objects in the air. Alternate version: Each person makes a gesture but does not verbally share their quality, and the group guesses what their quality is (Improv Games for Virtual Space by Jonathon Moses Leiner).
Dance Party
One student on camera acts as the dance teacher. You play music, and the “dance teacher” dances to the song, all the other students try to follow the dance steps to the best of their ability. Every time the song changes, a different student takes over as the dance teacher. This is a great energy builder. (Pro-tip: The challenge is not about how good of a dancer is each student, it’s about how silly can everyone be) (10 of the Best Virtual Improvisation Games for Distance Learning).
Tell Me a Story
Human beings are naturally born storytellers. With this online energizer, you’ll take some time to connect to one another through telling a shared story and be encouraged to have fun while improvising too!The teacher tarts with a line like “Once upon a time, in a land far away, 5 people got together to solve all the world’s problems. Everything seemed easy, until one day one of the people saw on the horizon…” and invites the next person in the group to continue the story and add the next line. This keeps going until everyone’s contributed to the story (20 online energizers for virtual teams and remote meetings (20 online energizers for virtual teams and remote meetings).
Object Improv
Two students do a scene on cam, a third student (or you) has a bell. Every time the bell is rung, one of the improvisers in the scene has to grab any nearby item and immediately use it in the scene. (Pro-tip: challenge the students to make the item very important. For example, if you ring the bell, and one student grabs a stapler and introduces it into the scene, the other improviser should make the stapler relevant to the story) (10 of the Best Virtual Improvisation Games for Distance Learning).
Puppies and Kittens
First, separate the room into two groups: puppies and kitties. You can have the groups either use nonverbal feedback icons or put their hands up to delineate which team they’re on. If you’re being particularly creative, have them change their background image to either a puppy or kitten! The aim of the game is for the puppies, one at a time, to say hello to the kittens in any way possible and try to make any of them smile or laugh. Use speaker view in Zoom so that each puppy is seen and heard clearly when it’s their turn. Whenever a kitten smiles or laughs, they join the puppy team. Continue until only one kitten remains or everyone becomes a puppy (20 online energizers for virtual teams and remote meetings (20 online energizers for virtual teams and remote meetings)!
Energy Ball
Facilitator shows the group an [imaginary] energy ball, then physically remolds it into a new object, declares what it is and pantomimes using the object, and then the whole group uses the object. That person then chooses who to pass the object to next, and that person remolds it into a new object, and so on. Ex: Alejandro remolds the energy ball into a telephone. He holds the phone up to his ear, everyone mimes using the phone, and then passes it to Nia. “Phone call for you, Nia.” Nia receives the phone, says “Oh hi!” on the phone, and then remolds it into a pitchfork, lifting up hay… (Improv Games for Virtual Space by Jonathon Moses Leiner)
Kamehameha
Facilitator sends “energy blasts” as depicted below to different sides of the screen: LEFT, RIGHT, UP, DOWN, CENTER. The group dodges the blasts by moving in the opposite direction of where the blast is pointed. Blast left → dodge right, etc. Up requires ducking, down requires jumping, and center can be any direction. An optional point system could be included to tally successful dodges and/or hits (Improv Games for Virtual Space by Jonathon Moses Leiner).
Tell Me a Pitch
In the online pitch, we recommend setting up a slide deck of weird and wonderful objects and then, inviting your participants one by one to pitch whatever comes up on the next slide to the rest of the group [without knowing what that object is]. Time it so participants have thirty seconds to pitch and keep things moving – bonus points if participants can think outside of the box while pitching. This is a great online energizer that encourages improvisation (20 online energizers for virtual teams and remote meetings (20 online energizers for virtual teams and remote meetings).
Picture of Shoes
Have each of your participants take a picture of their shoes and upload it to an online whiteboard or Google Slides. You can ask participants to take their photographs in the meeting itself or beforehand if you want to keep this energizer short and neat. That said, it can be very fun for people to take photographs in the workshop. Change it up by encouraging funny poses or use of extra props. You then invite people to discuss their footwear and tell a story of their chosen shoes. It might be that they’re wearing comfy slippers they got for a recent birthday or running shoes they wore while completing a 10k (20 online energizers for virtual teams and remote meetings (20 online energizers for virtual teams and remote meetings)!
Increasing Engagement, Creativity, and Innovation with Minds-On/Hands-On Activities
COVID has forced many teacher to do remote learning in a virtual environment. Some have struggled with student-centric and hands-on learning. I have always been an experiential educator. Translating that to a virtual environment has been a little challenging but definitely doable.
Experiential-based minds on/hands on learning . . .
The ultimate goal is to get students at any level of education to become as mentally and physically engaged as possible in the learning process, regardless of the subject they are studying. The basic idea is for students to break out of their usual passive mode of learning that primarily involves listening to a teacher, taking notes and answering the occasional question. Instead, they are asked to in fact DO something during the learning process that has them actively using ALL of their senses. Doing something also means involving a student’s brain in thinking about what is going on around them as he or she tries to learn. All this active involvement makes for a powerful combination that dramatically enhances learning (The Importance of Hands-on, Minds-on Learning in Science).
The characteristics and qualities of experiential-based minds-on/hands-on activities include:
- Open Ended Tasks Presented – “Open-ended tasks have more than one right answer, solution or outcome and can be completed in more than one way. Different learners may use different types of thinking; and there are no predetermined correct outcomes. Open-ended learning activities are provocative and stimulate divergent thinking about a topic (Open-Endedness).
- Focus is on Process Rather Than Product – To truly focus on the process rather than products of learning, the educator needs to let go of expectations about the specific products that should be produced by the learners. There are expectations regarding some of the processes in which learners should engage (e.g., divergent thinking, questioning, researching, creating, innovating) but the educator lets go of the pictures in her or his mind about what the products should look like. By doing so, learners get the overt message that the focus is on processes used during the learning activity.
- Engagement of Mind, Body, and Heart Occurs – Too often students are asked to engage in academics with their brains leaving behind their bodies and hearts. This is especially true as students enter higher grades. Hands-on/minds-on activities obviously use learners’ brains and hands; and because of the engagement of these areas, learners emotions, their hearts, are also often engaged.
- Productive Struggles and Persistence – Hands-on/minds-on activities often challenge the learner due to their open ended nature. There are no single “right” answers. As such, they often have productive struggles with the learning task. Learners enter into uncharted waters as they work to create artifacts that are new to them, their classmates, their teachers, and sometimes for society. Given this limited “history,” learners often experience and work through struggles. Since they persist through theses struggles, they become productive struggles.
- Learner-Initiated and Directed – When presented as self-directed learning, educators, as mentioned above, give learners an open ended task, like develop a new type of transportation for use on another planet or design an assistive technology for someone with a disability. Learners, then, being self directed, take initiative and responsibility for their learning, set their own goals, select and manage their resources, and assess the degree of personal success.
- State of Flow Results – A flow state, also known colloquially as being in the zone, is the mental state in which a person performing some activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity [Flow (psychology)]. I love it when I hear a student say at the end of class, “Is it time to go already?” This to me is evidence that a state of flow occurred from the learner.
- Learning Comes from Natural Consequences, Mistakes, and Successes – Because this type of learning elicits new information for the learners during each step of their learning process, each step provides them with data. It gives them information about the degree of success or lack of success about the actions they took. They naturally gain insight about whether or not to keep going in the direction they have been, or whether they should change course due to lack of significant progress.
- Increased Creativity and Innovation – Because of everything mentioned above, learners’ creativity and innovation flourishes.
Design Thinking: Sketching New Inventions for Clients
Consider the rapidly changing world we live in. To thrive in the future students will need to be adaptable and flexible. They will need to be prepared to face situations that they have never seen before. Design Thinking is one of the best tools we can give our students to ensure they:
- Have creative confidence in their abilities to adapt and respond to new challenges.
- Are able to identify and develop innovative, creative solutions to problems they and others encounter.
- Develop as optimistic, empathetic and active members of society who can contribute to solving the complex challenges the world faces (What is Design Thinking? A Handy Guide for Teachers).
Probot
Protobot generates random product and service ideas
My students were each given this link. They were told that they could click on the link repeatedly to get a design they felt comfortable sketching.
Nope or Dope Cards
Nope or Dope cards is usually used as a party game. I used it to have students select a client or buyer and combine several products for that client. Since we were virtual, I would select cards from my deck for each student. They then sketched their prototypes for the type of client and a combination of selected product cards.
Extraordinaires Design Studio
“The Extraordinaires® Design Studio is a powerful learning tool that introduces children to the world of design, teaching them the foundations of design in a fun and engaging way. Your clients are The Extraordinaires® – over the top characters with extraordinary needs – and it’s the job of your student or child to design the inventions they require to fit their worlds.”
Here are some student examples of this activity:
Chandelier for a Time Traveler 
Music Player for a Wizard
Flipgrid Reflections
For the above projects learners used Flipgrid to discuss the details of their projects. Then they commented on one another’s work. Here is an sampling of student Flipgrids:
Inventor’s Workshop
Inventing is a skill and every student can develop that skill. It may be cliche, but it’s true–kids are natural inventors. And once taught the skills of how to invent, there is no stopping them (Opinion: Every student can be an inventor).
I was able to get a DonorsChoose project funded whereby I bought each of my twenty students a box of the Inventor’s Boxes and had a great time delivering them to each of my student’s homes. It was great having all of these materials in one box but none of the materials was unique or unusual. This means teachers can create their own invention kits for their students that is relatively inexpensive materials – straws, pom poms, craft sticks, string, pipe cleaners, rubber bands, binder clips, googly eyes, dowels, and foam.
They spent many hours fully engaged during remote learning making inventions including musical instruments, board games, new tools, machines, and robots.
Board Game Piece 
Board Game Piece 
New Tool 
Note Chute 
Robot
They then took images, posted them on their own individual Google Sites, and reflected on their attributes.
Making Board Games
My learners were given the simple directions to making a board game out of materials they found around the house. I thought this would be a fairly quick activity but they spent hour after hour creating them. They made game pieces, playing boards, playing cards, and tender. They then played their games remotely with the maker moving the game pieces, reading the playing cards, etc. They also spent hours playing one another’s games.
They were so many benefits of this activity: developing their creativity; communicating and relationship building with peers; and having authentic connections and fun during the difficult pandemic times.
Puppet Making and Green Screen Recording
Puppet-based learning teaches students design thinking, growth mindset, writing, how to work in sharable media, and how to approach learning without fear. Plus, it’s fun (6 Reasons Why Puppets Will Change Your Classroom Forever)!
This past week I visited my students’ homes yet again (love doing it) to deliver puppet making materials (felt puppet blanks, googly eyes, felt pieces, pom poms, Elmers glue) and green file folders for their green screen background. For the next several weeks, they will be making their puppets, writing scripts, recording their puppet shows in front of the green file folder, and then editing it with a background in https://clipchamp.com/. I will add some examples of their projects after their completion.
Energizing Students Right From the Start
I, like many of you, have been doing remote teaching since March, 2020. I am a student-centric, hands on/minds on teacher. In normal times when students come to my classroom (I provide pull-out services for gifted elementary level kids), I get them doing hands-on activities within minutes of entering into my classroom. As many of you know, remote teaching is very different than face-to-face learning. Many of my 3rd-6th grade students join my Google Meet class (used by our district) dragging in and saying they’re tired. My goal is to change these frames of mind to alert, ready-to-go frames of mind. I use a variety of beginning-the-class energizers. It is pretty amazing how well these short activities work in changing the energy of my students. Quickly they become energized, joyful, and engaged.
Beginning of class activities have been used to gain student attention, provide accountability, review material, engage with new content, or establish routines. To gain students’ attention, class might begin by using multi-media, hands-on activities, surprising events, humor, or appealing to students’ emotions (Davis, 2009) ( A Starter Activity to Begin Any Class).
I encourage [teachers] to think carefully about the first five minutes of class. In my lesson plan template, one of the first tasks we discuss when planning in-class time is to prepare what I call a “focusing activity.” A focusing activity is designed to immediately focus students’ attention as soon as they walk in (or log in) to the classroom. Most focusing activities take fewer than five minutes of class time and are highly flexible. Focusing activities may include collaborative activities to connect students, generate discussion, and compare ideas; individual activities where students work on their own by reading, reflecting, or writing; or a brief quiz or some other type of assessment. Finally, focusing activities can be high-tech, low-tech, or no tech (Three Focusing Activities to Engage Students in the First Five Minutes of Class).
When I seek or develop activities to engage students right from the start, I want the activities to achieve the following:
- Activities wake up students’ minds and emotions.
- Activities are emotionally and cognitively engaging.
- Students enjoy the process of engaging in the activities rather than seeking specific academic outcomes.
- Activities are fun.
- Student playfulness naturally emerges.
- Students develop feelings of competence and confidence.
- Critical thinking is often activated.
- Activities become so engaging that students want to keep playing.
- Activities promote discourse and connection between students.
Sample “Engage Students from the Start’ Activities
Here is a list of sample activities I have used with my students. Students find them so much fun that I use them several times during the semester. I will add to this list as I find more. If you have used any of these type of energizers with your students, put them in the comments so I can add them.
Rebus Generator
Rebus Generator creates rebus puzzles from sentences. “A rebus is a puzzle device that combines the use of illustrated pictures with individual letters to depict words and/or phrases.” This particular generator has two levels – normal and hard and has the capability to create rebus puzzles from two dozen languages. Here is an example rebus puzzle – see if you can guess it:
My students generate their own and do a screen share. Others yell out their guesses word by word. A few students do it for each class period until all students get a change to share theirs. The students love this so much that we have done it for two cycles of students.
Online Mad Libs for Kids
Online Mad Libs for Kids offers an online version of Mad Libs: “short, silly stories based on your words. Just pick ten words, click the “generate” button and read your own short story!” This website offers mad lib options about jobs, photo shoot, pizza party, gingerbread man, me, queen, butterflies, and balloon animal. Here is an example about jobs:
Students volunteer one at a time to be the facilitator. They choose the which mad lib they want to facilitate, share their screens, ask for the words to fill in the mad lib, and then share the results. Students, who have done mad libs in the past, have gotten so excited about this activity. Those, who have not, learn what they are and their excitement escalates as we play. Similar to above a few kids facilitate the mad libs each class period until all of them get a change to do so.
Two Truths and a Fib
I have been using two truths and a lie with students of all ages.
The main instructions of the game are that each member of the group introduces themselves by stating two truths and one lie about themselves. The statements don’t have to be intimate, life-revealing things—just simple hobbies, interests, or past experiences that make each person unique. The lie can be outrageous and wacky, or it can sound like a truth to make it harder for the other participants. One at a time, each person shares their statements. The group has to guess which statements are true and which statement is the lie. You can keep score to see who correctly guesses the most lies, or just play for fun to get to know one another—it’s up to your group (How to Play Two Truths and a Lie).
A Jamboard version of Two Truths and a Fib was found on Ditch the Textbook website and was written by Kris Szajner.
The Jamboard is set to “anyone can edit” and shared with the students. Each student gets a slide and types in their name. They use the text tool to write out their two truths and a fib – one per column/area. They should be told to randomly place their fib meaning not all of the fibs are put in area 3. Once all of the students have completed this part, they place a sticky note with their name on each of other students’ slides to indicate which one they think is a fib. Finally, each student, one at a time, tells the group which one was the fib. Laughter and squeals of joy result.
Rebus Puzzles
Rebus Puzzles are a little different than the Rebus Generator discussed earlier. Rebus puzzles are pictures, often made with letters and words, which cryptically represent a word, phrase, or saying. Here are some examples – see if you can guess what they are:
I screen share rebus puzzles one at a time. Students can call out their guesses.
Which On Doesn’t Belong
Which One Doesn’t Belong provides lots of examples in the categories shapes, numbers, and graphs.
What is Going on in this Picture
What is Going On in this Picture are ambiguous pictures published by the New York Times. See examples below:
As per the New York Times directions, students are asked the following questions:
- What is going on in this picture?
- What do you see that makes you say that?
- What more can you find?
Students are given a few minutes to jot down their responses and volunteers then share their responses. As with several of these activities, this one can be used over several class periods with different New York Times pictures used.
Artificial Intelligence (AI) Games
Two AI games, the Akinator and Quick, Draw!, really don’t have any educational value but the are fun and get the students excited which wakes them up in preparation for learning.
Akinator is a computer game and mobile app. During gameplay, it attempts to determine what fictional or real-life character, object, or animal the player is thinking of by asking a series of questions (like the game Twenty Questions). It uses an artificial intelligence program that learns the best questions to ask through past questions asked by players (https://en.wikipedia.org/wiki/Akinator).
Quick, Draw! is an online game developed by Google that challenges players to draw a picture of an object or idea and then uses a neural network artificial intelligence to guess what the drawings represent. The AI learns from each drawing, increasing its ability to guess correctly in the future (https://en.wikipedia.org/wiki/Quick,_Draw!).
Students leave their mics on and share findings, joys, and amazements while they play. There can be some direct educational applications if used prior to a lesson on artificial intelligence.
Drawing Conclusions
Drawing Conclusions is a Jamboard activity developed by Julia’s #STEAMing up Jamboards. It consists of a series of visual puzzles for students to solve – see below for some examples:
The original Jamboard has the answer for each of the puzzles. The one I share with students doesn’t have the answers. They can work alone or with one/two other students in a breakout room (sadly, our district took away the option for breakout rooms). There are nine puzzles. Students can work on all of them in one sitting or they can be split between several class periods.
Minute Mysteries
Minute Mysteries are riddles where students ask yes or no questions to try and solve the riddle. These work best in smaller groups so the shyer and quieter students feel more comfortable asking questions. My students like them so much that they often request for them.
6 Word Story or Memoir with Image
Using Unsplash.com, a website dedicated to sharing stock photography under the Unsplash license, students find an image that speaks to them; that is autobiographical in some way. They then write a 6 word story or memoir for that image. Each students screen shares their image and shares their stories or memoirs. To add suspense and engagement, students can email their images and stories to the teacher who shares them with their students. The students then guess who image/story/memoir it is.
Kahoot or Quizziz
Kahoot and Quizziz use a quiz-style teaching and learning method where users answer questions in a competition with other users on the same quiz. Teachers can create their own quizzes but the libraries of these two websites are so extensive that teachers can find quizzes on most any topic. Students cheer when I say we are going to play Kahoot, thus it achieves the goals for using beginning of the class energizers.
Among Us Classroom Style: Another Case for Game-Based Learning
A few weeks ago, I blogged about my gaming club in Video Games for Relationship- and Team Building. It is still going very strong. Students from the three schools where I teach gifted students look forward to it all week long. We started with Fornite Creative but now they have moved onto Rocket League and Among Us. Recent research supports the positive benefits of playing video games:
With the UK in a second national lockdown due to the Covid-19 pandemic and Christmas on the horizon, many will stay indoors to play and socially connect through video games. New research from Oxford University has delivered a surprising finding; time spent playing games is positively associated with wellbeing (Groundbreaking new study says time spent playing video games can be good for your wellbeing).
This led me to seek out ways to use their interest in these games to teach academics. I cannot adequately express how grateful I am for educators’ generous and giving personalities as well for the social media platforms where they share resources and ideas. Since I know how much my learners love Among Us, I did an internet search for its use in classroom settings. I found a blog post by @SteinbrinkLaura entitled, How to Add Game Elements to Your Lesson: Among Us-Google Style! Using her ideas as well as some found on the New York Times article, Lesson of the Day: ‘With Nowhere to Go, Teens Flock to Among Us’, I created a language arts Among Us type of game. So, in essence, both language arts and SEL standards are addressed. Here is the slide deck I used with my upper elementary gifted students:
Here is the link to the presentation – https://docs.google.com/presentation/d/1Arrd1astkWMQw4iaQMCVuUJ5-miT_EochPB-JC6wOjA/edit#slide=id.p if you want to use it. You will need to make a copy if you want to use it as is or adapt it. Just remember that when using it with students, it should be as a shared doc meaning anyone with a link has editing permission. Here is a snippet of students playing this game:
At the end of the remote learning class where I used it, I heard the words I love to hear from students, “That was fun.” I plan to use this activity again with a different article and a different set of questions.
I never cease to be amazed on the power of games. I have been using games for decades with kids, with teens, and with college students. I have used board games, card games, competitive games, non competitive games, ice breakers, team building games, adventure games, and video games to teach. Their success rate in terms of student engagement and enjoyment is probably close to 100%. I know of no other instructional strategy that consistently have this success rate. My parting shot is a sketch-note by colleague John Spencer about the benefits of games:
The Importance of Civics Education
Truth be told, I always disliked history and government classes as a Kindergarten through undergraduate student. I found it dry, boring, irrelevant, and unimportant. I believe this was due to it all being about memorization . . . memorizing events and dates in history; memorizing the branches of government; memorizing states and their capitols. This type of learning reflects only remembering, the lowest level of Bloom’s Taxonomy.
Now that I am a teacher of gifted education, I believe it is important for my students, for all students to participate in civics education. There is a problem with knowledge of civics by today’s children and youth (adults, too). The Center on American Progress stated in The State of Civics Education:
Civic knowledge and public engagement is at an all-time low. A 2016 survey by the Annenberg Public Policy Center found that only 26 percent of Americans can name all three branches of government, which was a significant decline from previous years. Not surprisingly, public trust in government is at only 18 percent and voter participation has reached its lowest point since 1996. Without an understanding of the structure of government; rights and responsibilities; and methods of public engagement, civic literacy and voter apathy will continue to plague American democracy. Educators and schools have a unique opportunity and responsibility to ensure that young people become engaged and knowledgeable citizens.
For civics education to be effective, though, it needs to be engaging, exciting, authentic, and relevant for learners. Here are two civics education practices that can be implemented within the classroom”
Schools should provide direct instruction in government, history, economics, law, and democracy in ways that provoke analysis and critical thinking skills. These subjects are vital to laying the foundation for civic learning and may also contribute to young people’s tendency to engage in civic and political activities over the long term. However, schools should avoid teaching only rote facts about dry procedures, which is unlikely to benefit students and may actually alienate them from politics.
Schools should incorporate discussion of current local, national, and international issues and events into the classroom, particularly those that young people view as important to their lives. Engaging students in civil dialogue about controversial issues provides opportunities to foster character and civic virtue–important civic dispositions that are the habits of the heart and mind conducive to the healthy functioning of the democratic system. Examples include civility, open-mindedness, compromise, and toleration of diversity, all of which are prerequisites of a civic life in which the American people can work out the meanings of their democratic principles and values (Revitalizing Civic Learning in Our Schools).
As discussed in the NEA article Forgotten Purpose: Civics Education in Public Schools , the value of civics education goes far beyond politics:
Now I am including civics education as part of my gifted education instruction for my 2nd through 6th grade students. There are two reasons I am doing so:
- The political climate, not just in the United States, but worldwide has become contentious and toxic. I believe that this is due, in part, to a lack of education in civics.
- There are online tools like Brainpop, Newsela, and iCivics that make civics education more interesting and engaging.
I teach at two Title 1 schools with a predominately Hispanic student body. An article from the NEA had this to say about civics education in lower income schools:
Only 25 percent of U.S. students reach the “proficient” standard on the NAEP Civics Assessment. White, wealthy students are four to six times as likely as Black and Hispanic students from low-income households to exceed that level. Here’s why: Students in wealthier public school districts are far more likely to receive high-quality civics education than students in low-income and majority-minority schools (Forgotten Purpose: Civics Education in Public Schools ).
I’ve been having my students play the free iCivics games – Win the Whitehouse, Cast Your Vote, and Executive Command. I can’t overstate how much all of my students love iCivics. There are no so many fun and interactive ways to teach civics as well as suggestions and tips for best practices such as the ones recommended by The National Center for Learning and Civc Engagement in a guidebook entitled Six Proven Practices for Effective Civic Learning.
The necessary elements of effective civic education include classroom instruction in civics & government, history, economics, law and geography; service learning linked to classroom learning; experiential learning; learning through participation in models and simulations of democratic processes; guided classroom discussion of current issues and events, and meaningful participation in school governance.
Access to this document can be found below;
Jackie Gerstein, Ed.D.
