Author Archive
The Beartown Play: A Play Written, Enhanced, and Performed by 6th Graders
I often give my students choice and voice which I discussed in my blog post, Giving Students Choice and Voice.
This project, written, enhance, and performed by 6th graders, was truly an example of voice and choice along with having them do a Type III enrichment project. Three 6th grade girls began this project last year in their gifted class as a stop-motion animation. They asked if they could continue it as a play when I become their gifted education teacher. I said, “Absolutely,” and provided some guidance and coaching as they worked on it all semester (about 3 hours per week).
This project could be classified as Type III enrichment as described in The Enrichment Triad Model developed by Joseph Renzulli, a leader and pioneer in gifted education. Type III Enrichment incorporates investigative activities and the development of creative products in which students assume roles as firsthand investigators, writers, artists, or other types of practicing professionals (https://renzullilearning.com/wp-content/uploads/2019/08/TheEnrichmentTriadModel.pdf).
For this project the girls:
- Wrote, refined, and formatted their script so it included dialogue that it sounded good and was grammatically correct, was formatted like a TV or movie script, had stage directions and good narrations.
- Created a broadway show type program designed in Canva.
- Included sound effects from the internet and uploaded into Google Slides in a way that made sense to their sound technician
- Included commercials written and recorded to be satires of local commercials.
- Made technology-enhanced costumes using fairy lights, Turtlestitch embroidered/LED lit patches, micro-bit/neopixels, and circuit playgrounds.
They elicited the assistance of 6th grade friends for the performance at our school’s talent show.
The Script
As stated above, the story was conceptualized and began the previous. The girls asked to continue it as a movie during this school year. We spent months revising it. I acted as a coach, pointing out plot holes and grammatical errors along with assisting them in formatting it in a standard script form.
Inserting Sound Effects
Recording Self-Composed Commercials
Making Costumes
The girls made patches for their story characters designing them in Turtlestitch, a browser-based educational programming language (Snap!) to generate patterns for embroidery machines, and then sewing them with an embroidery machine.
One student decided to light up her character’s patch using Lilypad lights. This was her first time sewing so she was rightfully proud of herself.
The girls used fairy lights to create head decorations and they coded Neopixels and Circuit Playgrounds to light up the other actors’ costumes.
Creating the Playbill Program
The girls examined Broadway Playbills and then used Canva to create their own.
The Performance
The video below contains some of the excerpts from the talent show performance (note that the girls only had a few rehearsals with their classmates and none in the gym using the mics that were used during the talent show.
Space Explorations, Science Fiction Writing, Shadow Puppet Shows: An Interdisciplinary Unit
I’ve discussed offering electives to my gifted elementary students. My group of 2nd/3rd graders chose space. It began as one would expect any study of space would begin – watching videos, visiting NASA websites, even playing some online games. They then selected planets to learn and research about. They learned basic researching skills and created a guide to their planets. This evolved into them working in pairs or trios to combine their planets to create new planets, aliens who inhabit their planet, and stories about them. In process now, they are creating shadow puppets in Tinkercad, cutting them on my Cricut machine, and fine tuning their scripts for the shadow puppet shows they will perform for younger grades. (Note: This blog post will be updated with recordings of their shadow puppet shows once completed.
Standards Addressed
Next Generation Science Standards
- ETS1.C: Optimizing The Design Solution – Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.
- ETS1.B: Developing Possible Solutions
Science and Engineering Practices
- Asking questions and defining problems
- Developing and using models
- Constructing explanations and designing solutions
- Obtaining, evaluating, and communicating information
ELA Anchor Standards
- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (Writing Anchor 2)
- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. (Writing Anchor 7)
- Present information, findings, and supporting evidence such that listeners can follow the line of reasoning…(Speaking/ Listening Anchor 4)
- Make strategic use of visual displays to express information and enhance understanding of presentations. (Speaking/ listening Anchor 5)
- Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. (Reading Anchor 7) (source: https://www.artsintegration.net/shadow-puppets.html)
Planet Exploration
Size and Distance of Planets
We began our unit by exploring through planets by size and How Big is the Solar System?.
Researching Planets
Based on initial explorations, students selected a planet to research. It started with Wikipedia and gave me the opportunity to teach them them how to:
- Skim an article using headings
- Copy and paste key passages into a Google doc
- Cite their sources by pasting in the link where they found the information
- Highlight key words
They explored more facts about their chosen planets through https://www.dkfindout.com/us/space/solar-system/ and https://www.planetsforkids.org/ adding more facts to their Google doc guides
Diving Deeper: Space Travel Guide
Students then completed Space Travel Guides for their their selected planets. These templates were found at https://www.amnh.org/explore/ology/astronomy/space-travel-guide2 (Spanish versions are available).
Some sample completed pages:
Creating New Planets
To move into story creation, students formed groups of two or three. Their first task was to combine what they learned about their original, real planets to create new fictional planets. Here is are some student examples:
One day all the planets where going around the solar system but then Jupiter and Mercury got mashed up! . Our planet’s name is Merpirter. Merpiter has 40 moons. Merpiter is the coldest planet in the Solar system about -35,500 C. degrees. The diameter of merpiter is 44,956 miles. Merpiter colors is like a brownish orange. The goddess of Merpiter is Jupas. Merpiter has big mountains.
How Vars Was Made: A star exploded In the solar system and Venus and Mars got smashed together to make Vars. How Vars got its moons: one of mars’s moons went around Vars while the other moon flew away. Terrain: the surface is half red half orange and vars has 10 volcanos.
Estimating Dimensions of New Planets
Several students included numerical facts about their planets. This gave me the opportunity to teach them about calculated averages.
Possible Vegetation and Creatures via Math Snacks’ Agrinautica
The app, Agrinautica, allows students to terraform planets by adding gorgeous plants, animals, fungi and minerals, each representing a unique mathematical expression. It s designed for 4th and 5th graders learning mathematical expression-building and order of operations, important pre-algebra skills.
I was so excited to discover this online math game. It fit perfectly into this unit and helped teach the gifted 2nd and 3rd graders some advanced math concepts.
Here is one group’s setting for their story created through this game.
Writing Collaborative Stories
In their small groups, students wrote their stories by using the collaborative function of Storyboard That and Google docs. To begin, though, I shared a kid=friendly video (students ended up loving this) about a story arc.
Storyboard That
Storyboard That is an online storyboarding tool that makes it easy to create a digital story using both images, text, and storyboard templates. It offers a template for a story arc so it was perfect for my students. This is an example of one group’s creation.
Shadow Puppet Shows
The history and characteristics of shadow puppet shows were reviewed with the students.
Source: https://www.artsintegration.net/shadow-puppets.html
Writing Scripts
Since shadow puppet shows are often dialogue driven, lots of time was spent on creating dialogue for the different story arc events from the stories they already worked on. I realized they had some idea of the story arc, but needed some direct instruction. As such, for each event, the video above was reviewed, time was spent on writing the dialogue of that story arc event,
Creating Their Characters
They used Tinkercad to create the characters their shadow puppet shows.
I then cut their characters out using a Cricut Machine.
They then added wooden rods to the back in order to be able to move their puppets around the screen.
Making the Shadow Puppet Theater Screen
Directions for making the screen using a trifold (which I plan to do) can be found at http://www.pasttimeshistory.com/using-a-tri-fold-presentation-board-for-a-durable-screen/
(Note: These images are how I started teaching them about shadow puppet shows – through cutting out alien shadow puppets, showing them how to attach the rods and how to use them behind the screen.)
Shadow Puppet Show Performances
Students performed their shadow puppet shows for the younger grades. To introduce the puppet shows, students shared a little bit about their planets.
Gardening Program with SAGE Elementary Students
Our Title 1 school is lucky enough to have a decent size outdoor garden that is overseen by community volunteers. One of their goals is to teach our students about the garden.
Because of the that, I offered gardening as a possible elective for my GT (gifted and talented students). See Offering Electives to Elementary Students for more about why and how I offer electives to them. They joyfully selected gardening as one of them.
I also have the privilege of teaching my students multiple years. Along with a brief explanation of the activities for this elective, below is a video about the plants from the outdoor garden that the students created last school year, and one they created this year about our indoor hydroponic garden. (Note: Students are still in the process of composing the individual descriptions of the garden activities they did.)
Description of the Activities
We’ve been shaping our garden, and that comes with a lot of activities during spring and fall. These activities are all very fun. They included: garden class, plant anatomy and good eats. The garden class was very fun. It was basically reading out plant facts from a book. Plant anatomy was where they told us about the plant’s names and different parts.
Outdoor Garden
Our Salazar Green Garden has many diverse types of plants including peppers, tomatoes, rhubarb, mint, two different kinds of plum, peaches, and more! We donate to the Adelante food bank program, a way that Salazar can give back to the community.
Hydronic Garden
We started a hydroponic garden and successfully grew lettuce, cilantro, spinach, and chives.
Healthy Eating
One of the goals of this program was to teach and have the students enjoy healthy foods.
Connecting School Standards to Gardening Resources
A school garden (however large or small) provides a meaningful context in which students can apply new academic concepts and skills. Whether they are graphing the temperature of their compost pile over time; reading a recipe to make fresh salsa; writing a story from the perspective of an ant; or presenting to a buddy class on the animals that visited their sunflower patch, the opportunities for children to practice traditional academic subjects in the garden are limitless! (Common Core and Next Generation Science in the Garden)
- Standards-Based Learning in a Garden https://www.edutopia.org/practice/garden-based-learning-engaging-students-their-environment
- Connecting the school garden to curriculum standards https://www.canr.msu.edu/news/connecting-the-school-garden-to-curriculum-standards
- From Seed to Plant https://www.monroe.edu/cms/lib/NY02216770/Centricity/Domain/141/fromseedtoplant12-8-15.pdf
Monster Project Using Makey Makeys and Scratch
This project takes the Monster Project enhancing it with interactivity created through using Scratch and Makey Makeys. It was inspired by the Makey Makey Hack a Toy Lesson. Part of the lesson included the 5th graders interviewing 1st graders. This Edutopia article discussed the benefits of interviewing – Learning to Interview Builds a Range of Communication Skills .
Standards Addressed
Common Core State Standards – ELA
- Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, orissue under study.
National Core Arts Standards
- Students will generate and conceptualize artistic ideas and work.
CSTA Standards
- Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
- Modify, remix, or incorporate portions of an existing program into one’s own work, to develop something new or add more advanced features.
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.
Making the Monsters
A 1st grade teacher was asked to have her student draw monsters.
The 5th graders used felt to recreate the 1st graders’ drawing using felt. They were then sewn together with yarn and stuffed with filling.
Preparing the Plushy
The SAGE students created larger versions of the 1st graders’ drawn monsters through using felt pieces for the base and the features of the drawing, adding a back, sewing it today with yarn, and stuffing it
Interviewing the 1st Graders
The interview questions were developed by the SAGE students first by brainstorming ideas on the Promethean board, and second sharing them on a Google Doc so they each had a copy:
Interviews
The SAGE 5th graders interviewed the 1st graders about their Monsters using Vocaroo. It produces a MP3 file which is compatible with Scratch. This file is downloaded.
Preparing the Files in Scratch
The SAGE students then uploads their MP3 files into Scratch where it is edited into clips of sounds. This link gives some details how to do so https://helpkidscreate.com/adding-audio-to-scratch/.
See more of their code:
- Elizabeth – https://scratch.mit.edu/projects/793092586
- Tao – https://scratch.mit.edu/projects/811334666/
- Emily – https://scratch.mit.edu/projects/827406003
- Valerie – https://scratch.mit.edu/projects/796614386
- Emily (Spanish Version) – https://scratch.mit.edu/projects/830970807
After the 5th graders made the plushies, they prepared them to be connected to the Makey Makey by taping in conductive tape and sewing in conductive thread as described in https://makeymakey.com/blogs/how-to-instructions/maker-class-lesson-two-hack-a-toy
The Reveal to the 1st Graders
When all of the projects were complete, they were set up in our classroom and the 1st graders were brought in for the reveal.
Presenting Their Projects at Our Innovation Fair
Several SAGE students presented their Monster Projects at our district’s innovation fair.
Extra – Animated Drawings and Blabberize
As an extra project and to enable younger students to get more involved with the technology, they can animated their drawings using https://sketch.metademolab.com/:
or Blabberize their monsters.
Creating a Sustainable City (#SDG 11): A Collaboration Between NM Gifted Elementary Students and PA 10th Graders
During Spring, 2022, a student in my gifted education program suggested that they build a paper city. I loved the idea, suggested that they make a sustainable city, and gave them some additional resources to do so. It ended up being amazing (for more about this see Building a Sustainable City and Class Example of a Sustainable City).
Along with teaching these gifted elementary students (who I teach for multiple years), I teach graduate courses for Walden University. One of the courses is Innovative Curriculum. During the course, these graduate students are asked to develop a global networked curriculum where two groups from very diverse geographical locations, preferably a country different than one’s own, work to solve an authentic problem. Raelee Sweigart a former math teacher and now math coach at Reach Cyper Charter School, developed a curriculum about the two groups of high school students using geometry to create model sustainable housing. Of course, I went a little crazy as my elementary students just finished their sustainable city model. I suggested we use her curriculum to do a collaboration whereby her high school students from throughout Pennsylvania work with my gifted upper elementary students in Santa Fe, New Mexico (two very different geographical and cultural locations). My students wanted to rebuild and refine their city this year, and what a fantastic way for both groups to learn applied geometry. I am so excited. Below is the highlights of our collaboration. Thank you, Raelee!
Overview of the Project (developed by Raelee)
During one of the Innovative Curriculum modules, students are asked to develop a digital handout of the project to share with students. Here is the one created by Raelee and modified for our collaboration: https://www.canva.com/design/DAFX8rX_03g/Vm_nSf6_RkTxgjoV99gWmA/view.
Padlet Introductions
As Raelee suggested in her model project, the students introduced themselves using a Padlet. She included columns for video introductions as wells as ones for students to post images of their geographical locations. I later suggested that she add columns for students to post images of example sustainable building from their geographical locations.
Screencast of Our First Meeting
This is a snippet of our first Google Meet together, when the students from the two schools met each other and Raelee reviewed the project.
Tinkercad Tips
Our second session focused on Tinkercad tips as that is the tool the students are using to create their sustainable city structures. Here is an edited clips of this meeting:
Sustainability Presentation
- Recording: https://screencast-o-matic.com/watch/c0nrrTVyOtf
- Slides: https://www.canva.com/design/DAFapgemzww/JlYdsK-WfLa19s0f5Yr4fQ/view
Support Handouts
The support documents for this project were found at I love Projects. Geometrocity, the City Made of Math http://digitaldivideandconquer.blogspot.com/2014/07/i-love-projects-geometrocity-city-made.html
10th Grade PA Students Teaching NM Elementary Students
The Pennsylvania students spent several of our meetings teaching the New Mexico students some geometry concepts related to 3D rendering and building construction.
Raelee created a Classkick, a formative assessment tool, for students to review geometry concepts – https://app.classkick.com/#/public/assignments/AYb6pKCnTQyMJFEKeSdp3w.
Working Collaboratively in Tinkercad to Design Sustainable Buildings
The group worked in Tinkercad, an online 3D modeling program that permits collaboration, to create their buildings. The New Mexican students worked with a scale of .25″/1′ in order for the buildings to work with their sustainable city model.
Making the Sustainable Buildings
Students in New Mexico will use a laser cutter to create the major parts of their sustainable buildings. In Pennsylvania, the buildings will be 3D printed for the students.
Final Slide Presentations
During our final session, student groups gave slide presentations. Below is their slide decks and oral presentations.
Upper Elementary NM SAGE Students’ Final Sustainable City
The New Mexico students using the buildings created through this project to build a sustainable city. The city was displayed in our school foyer. They explained it to several classes.
They used Canva to make poster to go along with their display:
ChatGPT with My Students
I love educational technology. When technologies were first available online, I was an early adopter, and often got brutally criticized by administrators and colleagues in my K-6 settings for having students use the internet for research, use web tools, create webpages in wikis, and work virtually with schools in other states and countries (for example, see their work from 2008 at http://weewebwonders.pbworks.com/). Now, similar work is often seen as innovative by colleagues. Boy, have times thankfully changed, but I have not. I still am an early adopter of technologies in that I believe many can benefit students in their learning.
As many in education know, commentary about ChatGPT is appearing on the news, social media, and the internet. As I always do, I am exploring its use in my classes (elementary-level gifted education). This post describes its use in education from the perspectives of ChatGPT, itself, and from a handful of educators. Later, I describe and show the work of my students. I conclude with tools for detecting machine-generated text, and provide a parting shot.
General Ideas for Using ChatGPT in Education
ChatGPT, according to ChatGPT, is a variant of the GPT (Generative Pre-trained Transformer) language model that has been specifically designed for generating human-like text for chatbot applications. GPT models are trained on large amounts of text data and are able to generate natural language text that is coherent and grammatically correct. ChatGPT is trained to generate text that is more conversational and appropriate for use in chatbot applications. It can be used to generate responses to user input, initiate conversations, and provide information and assistance to users in a chatbot setting.
According to ChatGPT, there are several potential ways that ChatGPT or similar language models could be used in education:
- As a tutor or teaching assistant: ChatGPT could be used to provide personalized feedback and guidance to students, answering questions and providing explanations on a variety of educational topics.
- For language learning: ChatGPT or similar models could be used to provide conversation practice and feedback to students learning a new language.
- To generate personalized learning content: ChatGPT or similar models could be used to generate customized learning materials for students, such as practice problems or reading assignments.
- To facilitate collaborative learning: ChatGPT or similar models could be used to facilitate discussions and collaboration among students, providing prompts and guidance for group projects and assignments.
Here are some guides created by educators, Torrey Trust and Andrew Herft, for using ChatGPT in educational settings. They include uses for teachers such as creating lesson plans and assessments as well as how students can use it:
ChatGPT in the K-12 Setting
When specifically asked how ChatGPT can be used by K-12 students, it reported the following:
K-12 students can use ChatGPT in a variety of ways to enhance their learning experience. Some examples include:
- Asking ChatGPT to explain a difficult concept or topic
- Using ChatGPT to generate practice questions and answers for studying
- Asking ChatGPT to summarize a text or article
- Using ChatGPT to generate creative writing prompts
- Asking ChatGPT to help with homework by answering questions or providing explanations
- Using ChatGPT to improve reading comprehension by asking questions about a text
- Creating interactive quizzes and games to make learning more engaging
It also (thankfully) provided a disclaimer: It’s important to note that while ChatGPT can be a valuable tool for K-12 students, it should not be used as a substitute for a teacher or other educational professional. A teacher can help to provide guidance, feedback, and structure to the learning process.
Matt Miller of Ditch the Textbook also discussed uses of ChatGPT in K-12 education:
More detailed explanations of these can be found in ChatGPT, Chatbots and Artificial Intelligence in Education. Since the time this blog post was first composed, Matt has written a book – AI for Educators: Learning Strategies, Teacher Efficiencies, and a Vision for an Artificial Intelligence Future which can be purchased on Amazon.
ChatGPT Can Support Students’ Social Emotional Learning
Students and teachers may benefit from asking and discovered various ways it could assist someone with social and emotional skills. It gave helpful answers to all the questions below, and when asked to “regenerate the response” was able to provide additional quality responses. It can be very helpful for anyone who has a difficult time in social situations, is nervous about making friends, is conflicted about how to handle a particular situation.
- What are some questions I could ask a new friend?
- What advice do you have for someone starting a new school and wanting to make friends?
- What are some suggestions for how to say no if a friend asks to copy my homework?
- What are suggestions to explain to someone what they said or did hurt my feelings?
- What are small talk suggestions at a party?
- I am nervous about my test tomorrow; can you give me some relaxation strategies?
- I want to motivate my group members to help with our project; what are some suggestions to help motivate them?
- I made the soccer team, but my best friend didn’t make it, I feel bad and don’t know what to do. Do you have any suggestions?
- I want to practice being kind in the new year. What are some specific ways I can show kindness to others? (ChatGPT to Your Classroom-your-classroom/).
Testing ChatGPT with My Students
In his blog post, ChatGPT, Chatbots and Artificial Intelligence in Education, Matt proposed that maybe ChatCPT should be blocked until the end of the school year because, “We need some space. Some time. A little room to ponder, to sit with all of this. To talk to other educators about what they think. To talk to students and to parents.” For me, the best way to find out about the functionality and effectiveness of any potential classroom-based educational technology is to have students test it out for themselves, so that is what I did with my 4th-6th graders.
I think it is important to be intentional when any educator or I use any type of educational technology. I get frustrated when I see conference presentations about 50 educational technologies in 50 minutes. It becomes about the tool rather than about the pedagogy. When using educational technology in the classroom, instructional goals should be established beyond just learning about the tool. As such, when I asked students to explore ChatGPT, I had two purposes in mind, (1) To be critical consumers of online tools, and (2) To increase their joy of the written word.
They were given the following task:
- Test out ChatGPT (using my account under my supervision) with two of the following
- A Piece of Your Own Writing
- Favorite Book
- Favorite Song
- Current News Story
- Historical Event
- (My students ended up using it to create a written piece to go with an image generated by DALL·E 2, a new AI system that can create realistic images and art from a description in natural language.)
- For each, try to
- Create a rap or rock song.
- Write a three act play, TV show, or movie. Specify the characters.
- Create a fairy tale.
- Write a limerick.
- Create a newscast.
- Create a holiday.
- Create a commercial.
- Make a joke.
- Get feedback.
- Rules
- No violence.
- No fighting characters.
- Focus on the positive and kindness.
Students then wrote a blog post that included their results as well as reflections on the following questions:
- Did it produce desirable results? If so, to what degree? If not, why?
- What did you like best?
- Do you think it will lose its novelty? Why or Why not?
- How can it help you learn better?
- Why shouldn’t it ever be used in school?
Here is a slide deck of their work that they posted on their Fan school blogs (note: I instructed them to indicate that the images and text were generated by AI:
A summary of my students comments about using ChatGPT at school:
- ChatGPT should not be used in school because then kids will use it instead of writing themselves, which defeats the purpose of practicing to write, a skill that is vital in later life.
- On the other hand, it could help me learn proper grammar and advanced words.
- It can help you learn by giving you examples and thoughts.
- The results were very desirable because it was very good grammar and a realistic image, I rate it a ten.
- I think this website will help me learn better by including proficient and highly advanced words.
- I think ChatGPT should never be used in school because it takes no work other than typing a few words into a search bar and then you push a button and the website does all the work for you.
- I think a reason why you should not use this for school work is because you will get in trouble.
- I like it because it is so cool the way that it creates a story just by describing something.
- I think you shouldn’t use AI at school because you are basically cheating.
I then asked students to create a pledge for using ChatGPT for work related to school:
Detecting Machine-Generated Text
Teachers, rightfully, are fearful of the potential for students to cheat using ChatGPT to generate essays, homework assignments, etc. To help offset this problem, apps and tools are being develop to help detect
- GPTZero.me rolled out their new model that includes sentence highlighting and much faster processing. GPTZero now highlights sentences for you that are more likely to have been written by AI, a key feature that teachers have been requesting. File uploads have been added You can upload a PDF, docx, or txt file where GPTZero will read the text and detect AI plagiarism!
- The AI Text Classifier, by openai, the developers of Chat GPT, is a fine-tuned GPT model that predicts how likely it is that a piece of text was generated by AI from a variety of sources, such as ChatGPT.
- AI Writing Check is a free service developed by Quill.org and CommonLit.org to enable educators to check if a piece of writing submitted by a student was written by the AI tool ChatGPT. This algorithm is designed to detect AI-generated writing. We estimate, based on testing with 15k essays, that this tool is accurate 80-90% of the time. For this reason, we’d like to encourage teachers to exercise caution when using this tool to detect academic dishonesty. AI Writing Check is a stopgap tool measure for educators to use this school year until more advanced AI detection tools are made widely available.
- Giant Language Model Test Room (or GLTR) is another tool that can be used to predict if casual portions of text have been written with AI. To use GLTR, a piece of text simply copy and pasted into the input box and anaylze is hit to generate a report.
Citing ChatGPT
With my elementary students, I simply ask/require that they cite that they used ChatGPT (and Dall-e) in their blog posts which is their writing platform.
For my graduate students, this isn’t an issue yet, but has the possibility of being so. Scribber has these suggestions for citing ChatGPT:
How to cite ChatGPT in APA Style
APA doesn’t have a specific format for citing ChatGPT content yet, but they recommended in a tweet that it should be cited as a personal communication, since the text is not retrievable (chats are unique to each user, so you can’t provide a URL for others to access your chats).
Universities and citation authorities are still working out if and when it’s appropriate to cite ChatGPT in your work. There isn’t a clear consensus yet. Always check your institution’s guidelines or ask your instructor if you’re not sure.
If you’re using ChatGPT responses as a primary source (e.g., you’re studying the abilities of AI language models), you should definitely cite it for this purpose, just as you would any piece of evidence.
If you use ChatGPT to help you in the research or writing process (e.g., using it to develop research questions or create an outline), you may be required to cite or acknowledge it in some way. Check if your institution has guidelines about this.
Don’t cite ChatGPT as a source of factual information (e.g., asking it to define a term and then quoting its definition in your paper). ChatGPT isn’t always trustworthy and is not considered a credible source for use in academic writing.
How to cite ChatGPT in APA Style. APA personal communication citations don’t require a reference entry. Instead, they’re mentioned in parentheses in the text wherever you quoted or paraphrased the source.Example: APA ChatGPT citation(ChatGPT, personal communication, February 16, 2023)
ChatGPT Citations | Formats & Examples – https://www.scribbr.com/ai-tools/chatgpt-citations/
Better Yet – Design ChatGPT-Proof Learning Activities
For years many educators have talked about having students do Google-proof activities. To do so, Doug Johnson suggested:
- Allow (or require) the student to relate the academic topic to an area of personal interest.
- Allow (or require) the student to do inquiry that has implications for him/herself or his/her family.
- Allow (or require) the student to give local focus to the research.
- Allow (or require) that the student’s final product relate to a current, real-world problem.
These suggestions are applicable to ChatGPT. Similar ideas were suggested by Alyson Klein in Outsmart ChatGPT: 8 Tips for Creating Assignments It Can’t Do:
- Ask students to write about something deeply personal – Consider having students delve into their scariest moment, the biggest challenge they ever overcame, or even answer a quirky personal question: Would you rather be the bucket or the sand? It’s difficult at this point for AI to fake highly personal writing.
- Center a writing assignment around an issue specific to the local community. ChatGPT doesn’t have a strong background in hyperlocal issues, though that is likely to change as the tool becomes more sophisticated, experts say. But for now, educators may be able to minimize how much help ChatGPT can be on a particular assignment by grounding it in the school community—maybe even by asking students to write about a new school rule or the student council election.
- Direct students to write about a very recent news event. At this point, ChatGPT can’t capture much information about things that happened just days earlier. Teachers could ask students to compare a very recent news event to a historical one.
- Have students show or explain their work. In math class, students usually show how they arrived at a particular answer to get credit for solving a problem. That concept could apply to writing. For instance, teachers could prompt students to detail their brainstorming process, explaining why they choose to write about a particular topic. Have students show or explain their work. In math class, students usually show how they arrived at a particular answer to get credit for solving a problem. That concept could apply to writing. For instance, teachers could prompt students to detail their brainstorming process, explaining why they choose to write about a particular topic.
- Ask students to give an oral presentation, along with the written work. Ask students to record themselves on a video platform such as FlipGrid, talking about their essay, story, report, or other assignment,
To these ideas, I add:
- Have students write during class time (which is my preference anyhow).
- Have students create their writing piece as part of a poster or Infographic (with graphics) using an online tool such as Canva, Adobe Express, and/or Book Creator.
- Have students create an art piece (2D or 3dD) to go along with the writing and explain how it does so.
- Ask students to do collaborative writing using Google Docs that is a truly integrated piece (not individual pieces) from several students.
- Allow students to use ChatGPT with students giving it credit, analyzing it, and adding their own ideas.
Parting Shot
Many of the same fear and arguments that are being leveraged against ChatGPT in education settings have been leveraged against other technologies in the past. Wikipedia is one of those examples. I loved it when it first came out, but I knew lots of teachers who banned Wikipedia in their classrooms.
“Big-picture, AI will cause a shift students will deal with for the rest of their lives. They’ll wrestle with questions of humanity, questions of obsolescence, ethical questions. Let’s [teachers] help them with this” (http://ditch.link/ai via @jmattmiller).
The presence of disruptive technologies like ChatGPT should cause us to reflect on our learning goals, outcomes, and assessments, and determine whether we should change them in response, wall off the technology, or change the technology itself to better support our intended outcomes. We should not let our existing approaches remain simply because this is the way we have always done them. We should also not ruin what is great about writing in the name of preventing cheating. We could make students hand-write papers in class and lose the opportunity to think creatively and edit for clarity. Instead, we should double down on our goal of making sure that students become effective written and oral communicators. For better or worse, these technologies are part of the future of our world. We need to teach our students if it is appropriate to use them, and, if so, how and when to work alongside them effectively (Advice and responses from faculty on ChatGPT and A.I.-assisted writing)
These technology-driven disruptions will not be smooth, even if they can make us better off in the long run. Among the worst things we could do would be to let the drawbacks of these technologies deny us their benefits. In addition, the net effect of these changes will not be felt equally, so we all had better improve our capacity for compassion soon. The impact of ChatGPT and similar tools on education and the workforce may not yet feel much different than the trends of recent decades, but the depth and breadth of the changes brought by AI tools is accelerating and may be something new entirely (With ChatGPT, Education May Never Be the Same).
Student and Teacher Motivational Needs in the School Setting
Motivation is not only important in its own right; it is also an important predictor of learning and achievement. Students who are more motivated to learn persist longer, produce higher quality effort, learn more deeply, and perform better in classes and on standardized tests. It’s commonsense, but it’s also reinforced by hundreds of studies (An Important Piece of the Student Motivation Puzzle).
The topic of teacher and student motivational needs is too often given tangential thought and discussion. I know that teachers, curriculum specialists, and administrators believe in its importance, but I rarely see it brought up in readings and professional development. I propose that it is at the core of learning and as such, needs to be forefront of all teaching and learning.
In addition to Maslow’s Hierarchy of Needs, motivation theories of William Glasser, David McClelland, and Fredrick Herzberg have application to a school environment. Looking at theories of motivation can create a broader perspective as well as give educators additional ideas for meeting their own and their students’ needs. In this post, I discuss some of these motivational theories and propose an integration of these theories. This discussion is relevant for both teachers and students. If teachers aren’t getting their growth needs met, then it is very difficult for them to help their students get theirs met.
Maslow’s Hierarchy of Needs
Note: When referencing Maslow, it is important to note and acknowledge that Maslow was heavily influenced by Blackfeet ideas but did not credit them for that influence. For articles that discuss this, see https://elink.io/p/9155b1f.
Every teacher I’ve met has studied Maslow’s Hierarchy of Needs so I won’t include any detailed explanation as part of this discussion. As a review, I included some resources that follow:
Resources:
- Addressing Our Needs: Maslow Comes to Life for Educators and Students https://www.edutopia.org/blog/addressing-our-needs-maslow-hierarchy-lori-desautels
- Maslow’s Hierarchy of Needs in Education – https://educationlibrary.org/maslows-hierarchy-of-needs-in-education/
Take-Aways:
Almost all teachers know about Maslow and believe in the validity of this theory. A key point is that there are deficit and growth needs. I believe that most schools do a great job insuring that students’ (and teachers’) deficit needs are met. Most students would say that they aren’t hungry (due to free and reduced programs), have a roof over their heads, enough light, and a chair to sit on. Even though there are still too many exceptions, most would also say that they don’t feel unsafe by peers or teachers. Too many teachers and students, though, would say that school doesn’t address their growth needs; that they don’t spend enough, or even any, time pursuing personal interests and talents.
Willian Glasser’s 5 Basic Needs
William Glasser’s theory isn’t studied or discussed as much as it was a decade or two ago. He identified basic motivation needs: Survival, Belonging, Power, Freedom, and Fun. Survival and Belonging are similar to those identified by Maslow but Power, Freedom, and Fun are different and are important in the discussion of student and teacher motivators.
Power: Power is a sense of empowerment, worthiness, self-efficacy, and achievement, and an outer sense of being heard and respected and feeling competent and attaining recognition. Power in a school setting may be defined by the student’s (and teacher’s) ability to make choices and be an equal contributor in learning. Students (and teachers) want activities to be relevant and to bring them competence and pride.
Freedom: Freedom is the need for independence and autonomy; the ability to make choices, to create, to explore, and to express oneself freely; to have sufficient space, to move around, and to feel unrestricted in determining choices and free will. To achieve this, students (and teachers) need independence, options, choices, autonomy, and liberty in both physical and psychological aspects. Ideally, it will include having the freedom to create, having time to generate one’s own thoughts, and sharing what’s been have created in the context of learning.
Fun: Fun is the psychological need for enjoyment-the desire to enjoy a job, to have a sense of humor, to engage in a hobby, to have interests, and to feel excitement about a work project or leisure time activity. Having fun includes experiencing enjoyment, pleasure, relaxation, laughter, and learning. In addition, the combination of laughing and learning can maximize the relationship that educators have with students.
(Source: https://www.researchgate.net/publication/249832861_Our_Five_Basic_Needs)
Resources:
- Our 5 Basic Needs – https://www.researchgate.net/publication/249832861_Our_Five_Basic_Needs
- Student Needs Survey: A Psychometrically Sound Measure of the Five Basic Needs – https://www.academia.edu/29718966/Student_Needs_Survey_A_Psychometrically_Sound_Measure_of_the_Five_Basic_Needs
- Extra: The Neuroscience of Joyful Education https://www.ascd.org/el/articles/the-neuroscience-of-joyful-education
McClellands’ Learning Needs Theory
Resources:
- Learned Needs Theory and Students – https://educationalresearchtechniques.com/2021/02/03/learned-needs-theory-and-students/
- McClelland’s Three Needs Theory: Power, Achievement, and Affiliation https://educationlibrary.org/mcclellands-three-needs-theory-power-achievement-and-affiliation/
In his research, Mclelland states that people have three primary needs: need for achievement, need for affiliation, and a need for power.
Need For Affiliation: The need for affiliation is a need to have positive social relationships with other people. These are your classic extroverts who love the company of others. Everyone has some need for affiliation, but for many, this is a high need. For people who need affiliation, the task is not essential to them. Instead, people who need affiliation respond to situations in which people depend on them. For students, this can be situations such as group projects and or team sports. Nothing can cripple high affiliated people then isolation. In addition, students who have a low need for affiliation will equally cause issues if they are always expected to socialize and be a part of the group.
Need for Achievement: The need for achievement is how strongly a person wants to have success at completing a task. High-achieving people feel a personal responsibility when they are expected to do something. High achievement people like to take on projects that have a moderate success rate. In other words, high achievement individuals hate something that is too easy but equally loose motivation for suicide tasks that have a low success rate. High achievers also have a desire for feedback. This is because they want to know if they have achieved success.
Need for Power: The need for power is a need to control, which means to influence other people. McClelland indicates two types of power, and these are personal power and social power. Personal power is a power to control others and is often political with a secret agenda. Social power is also seeking to influence others but to achieve the goals of the group or organization (Source: https://educationalresearchtechniques.com/2021/02/03/learned-needs-theory-and-students/) .
Note: Both Glasser and McClelland discuss the power need. Glasser’s explanation and description makes more sense to me in terms of this discussion.
Key Take-Aways from Glasser’s and McClelland’s Theories
There is some overlap of these two theories. Schools often work toward helping students develop a sense of affiliation and belonging especially after the pandemic with a greater focus on implementing social emotional learning. This is less so for power and freedom needs. I love that Glasser included fun. Sadly, way too often there is an emphasis on compliance within schools which is the antithesis of power and freedom – sometimes it is also the antithesis of fun and play.
Herzberg’s Two Factor Theory
This is a good overview. It includes a comparison to Maslow’s hierarchy of needs.
Resources:
- Herzberg’s Motivation Two-Factor Theory – https://www.simplypsychology.org/herzbergs-two-factor-theory.html
- Herzberg’s Motivation-Hygiene Theory: Two-factor https://educationlibrary.org/herzbergs-motivation-hygiene-theory-two-factor/
Frederick Herzberg, a behavioral scientist, proposed a two-factor theory or the motivator-hygiene theory. There are some job factors that result in satisfaction while there are other job factors that prevent dissatisfaction. The opposite of “Satisfaction” is “No satisfaction” and the opposite of “Dissatisfaction” is “No Dissatisfaction.
Hygiene factors are those job factors which are essential for existence of motivation at workplace. These do not lead to positive satisfaction for long-term. But if these factors are absent/if these factors are non-existant at workplace, then they lead to dissatisfaction. Hygiene factors are also called as dissatisfiers or maintenance factors as they are required to avoid dissatisfaction. These factors describe the job environment/scenario. The hygiene factors symbolized the physiological needs which the individuals wanted and expected to be fulfilled.
The hygiene factors cannot be regarded as motivators. The motivational factors yield positive satisfaction. These factors are inherent to work. These factors motivate the employees for a superior performance.These factors are called satisfiers. These are factors involved in performing the job. Employees find these factors intrinsically rewarding. (Source: https://www.managementstudyguide.com/herzbergs-theory-motivation.htm)
Take Aways:
This theory was developed with a business setting in mind. The two factor model can be applied to a school setting, too. When teachers and students have their survival and safety needs met (Herzberg’s hygiene factors), they may not be dissatisfied with the school but that doesn’t mean they are satisfied it. The goal of every teacher and administrator should be to create motivator-based factors and an environment whereby every teacher and student is motivated to be there and learn; where everyone in the school setting has the potential to be quite satisfied with their roles and jobs.
Student and Teacher Needs Ladder Framework
As someone who has been passionate about and studied human motivation for decades, I propose an integration of these motivational theories. I developed this framework to put a greater emphasis on growth and actualization needs in the school environment. A ladder and steps are used as the metaphor as I prefer a more physical-oriented depiction than a hierarchy or pyramid, which is difficult to impossible to climb. Including both a ladder and steps symbolizes that there are multiple ways to climb to high levels. (Note: This framework is appropriate for grades 2nd/3rd up.)
It has the following characteristics:
- The overall goal is to intentionally bring self-directed, self=determined, and joyful learning into the school environment.
- Experiencing as state of flow and student-centered learning are important aspects of motivation and increase as one goes up the ladder of needs. For more about flow, see What did you do in school today? and Flow – A Measure of Student Engagement.
- The needs ladder is split into safety and growth needs with a greater break down and emphasis on growth needs. I believe as Herzberg does in a two factor model. If student and teacher safety needs are met, then they are not dissatisfied with school but they aren’t satisfied with it either. Schools, as I’ve mentioned, typically do a good job with addressing needs. I believe it is now time to put a greater focus on growth needs so that both teachers and students are motivated, satisfied, and happy with their schools.
- This differs from Maslow’s model in that teachers and students can and will move up and down the ladder depending on the situation and class setting.
- Basic Survival
- Students and teachers have a safe physical environment and are fed if they are experiencing food insecurity. When school is unsafe for these students, their motivation is survival on a day-to-day basis.
- Extrinsically-Motivated Compliance
- Student and teacher needs are centered around avoiding punishment and/or receiving rewards, or because it is the expectation. It might be all both teachers and students know as compliance has been the expectation through their school careers. Motivation is strictly based on extrinsic elements.
- Physically and Emotionally Safe with Peers, Teachers, and Staff
- Physical safety involves freedom from physical harm or threats of harm; emotional safety refers to freedom from bullying, harassment, and humiliation (A comprehensive approach to promoting social, emotional, and academic growth in contemporary schools).
- Connection to School Community
- This is the transition from safety needs to growth needs. For some teachers and students, it is solidly a growth need, connection to peers and other school personnel meets core growth needs. For others, it helps to create a safe place but it may not personally meet growth needs.
- The underlying core need is Affiliation, Love & Belonging – The need for affiliation and to love and belong includes the need for relationships, social connections, to give and receive affection and to feel part of a group.
- Engagement and Excitement
- Student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education (https://www.edglossary.org/student-engagement/).
- The core underlying need is Fun. The need for fun is the need to find pleasure, to play and to laugh.
- There is potential to experience flow and joy.
- Empowerment
- Empowerment is the “process by which individuals and groups gain power, access to resources and control over their own lives. In doing so, they gain the ability to achieve their highest personal and collective aspirations and goals” (Robbins, Chatterjee, & Canda, 1998, p. 91 as cited in What is “empowerment” in education?).
- The underlying core need is Power. To be powerful is to achieve, to be competent, to be skilled, to be recognized for our achievements and skill, and have a sense of self worth.
- Empowerment occurs when teachers and students are given choice. John Spencer’s video provides some good suggestion 10 Ways to Empower Students With Choice.
- A flow state is typically experienced; joy may or may not be present.
- Intrinsically-Motivated Mastery
- Motivation stems from internal sources – the increased self-esteem, Confidence and recognition that comes from successful performance (Pedagogy, Andragogy, and Heutatgogy – a Continuum and Comparison).
- The underlying core need is Power. To be powerful is to achieve, to be competent, to be skilled, to be recognized for our achievements and skill, and have a sense of self worth.
- This can occur through teaching self-directed strategies. It can be mastery of content or of a skill, or in the case of the teacher, learning and successfully teaching new content or skill. It may be interest-driven or not. For example, I have a student who often expresses a disdain for math, yet he prides himself on being able to get correct answers of his math problems.
- Flow State is evident and observable. Joy may or may not be present and observable.
- Actualization of Interest and Talents
- Motivation, not only comes from being able to pursue their own interests and develop their own talents, but through developing self-efficacy, knowing how to learn, embracing creativity along with the ability to use these qualities in novel as well as familiar situations and working with others will be he thing that takes place (Pedagogy, Andragogy, and Heutatgogy – a Continuum and Comparison).
- The core underlying need is Freedom, the need for independence, autonomy, to have choices and to be able to take control of the direction of one’s life while at school.
- This can be facilitated through self-determined strategies. The goal is not only for students but for teachers whereby they have the permission, space, resources, and time to pursue their own self-determined learning and teaching
- A flow state and joy are evident and observable, almost palatable.
The higher levels of Intrinsically-Driven Mastery and Actualization of Interests and Talents can be facilitated through self-directed/andragogy and self-determined/heutagogy teaching and learning strategies respectively.
Resources to Learn More About Self-Directed/Andragogy and Self-Determined/Heutagogy Teaching and Learning Strategies
- Experiences in Self-Determined Learning: Moving from Education 1.0 Through Education 2.0 Towards Education 3.0 –https://usergeneratededucation.wordpress.com/2014/12/01/experiences-in-self-determined-learning-moving-from-education-1-0-through-education-2-0-towards-education-3-0/
- Self-determined learning: Creating personal learning environments for lifelong Learning – https://www.slideshare.net/lisamarieblaschke/selfdetermined-learning-creating-personal-learning-environments-for-lifelong-learning
- Pedagogy, Andragogy, and Heutatgogy – a Continuum and Comparison
Needs for BIPOC Students
It is important to add to this discussion a special note about addressing the human needs of BIPOC students. Here are some suggestions as identified by BMEsTalk (Black Male Educators):
- Allow what you know about each individual to inform your expectations and attitudes towards them. Who they are as a singular person, as part of their culture, and where they’re at developmentally. See the whole being they are.
- This is a powerful position to take! Every teacher should desire to become familiar with the experiences of BIPOC students so they’re more aware of the unique challenges they face. As an educator, this knowledge can be shared, and racial equity can be advanced.
- Give BIPOC students safe and brave spaces to share difficult topics such as racial inequality, bias, and social injustice. You are being invited into a world that is not your own. You can learn so much from your students to further a racially equitable future for them and the students around them.
- As their current significant influence in their lives, educators should reinforce and redirect the language and conversation to model support for a student sharing their Black or BIPOC experience. When difficult topics arise during class time, you or your students may feel uncomfortable. Lean into the discomfort. Beyond the discomfort lies the opportunity to learn and educate more on these crucial issues. (https://bmestalk.com/social-emotional-learning-for-black-students/)
Winter Holiday Display: A Great STREAM Project
I love celebrating the holidays and calendar events with my gifted students from my bilingual, Title 1 school. I ask them to make artifacts and displays that showcase both their talents and the holiday (see my blog posts about Dia de las Muertos and Pi Day for examples.) Not only are the projects fun, engaging, and exciting, they also provide opportunities for students to gain STEM/STEAM/STREAM knowledge and skills that address interdisciplinary standards. For this year, 2022, they created displays that included components for Christmas, Hanukah, and Kwanzaa. To do so, they . . .
- researched different components of the holidays, and created posters to go with the displays
- used art and engineering to make kinaras, gingerbread houses, and dreidels
- wired and used LEDs to light up their kinaras and gingerbread houses
- programmed micro:bits and Circuit Playgrounds to go with their displays
Introduction
I live in New Mexico. Knowledge of Hanukah and Kwanzaa is limited by our state population. so I began this project with holiday themed Kahoot quizzes (the kids love Kahoots). I think Kahoot quizzes are a great way to introduce new information to students. Here is a list of the ones I did with students:
- https://create.kahoot.it/share/winter-holidays/0a011bba-b79e-4044-9374-af7092aacc80
- https://create.kahoot.it/share/winter-holidays/332f63a4-e53d-45a1-8c87-c2328244c78d
- https://create.kahoot.it/share/winter-holidays-around-the-world/939312a6-cbca-4e4e-abdd-777433dc9846
During the quizzes, I visited websites to show students more information about the content being covered.
- Acquire and use accurately grade-appropriate general academic and domain specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
Researching the Different Winter Holidays
This is is the R in STREAM which translates into reading and writing. “STREAM adds one more layer to STEM and STEAM: reading and wRiting. Advocates of STREAM see literacy as an essential part of a well-rounded curriculum, as it requires critical thinking as well as creativity. STREAM projects are similar to STEM or STEAM, but fold in the components of reading and writing” (STEM vs. STEAM vs. STREAM: What’s the Difference?).
After selecting from a list of holiday-related topics, students researched, selected key points, and found applicable images to create posters for the displays. Here are the posters they created (noting that we are a bilingual Spanish class so some of them are in Spanish):
- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
- Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Acquire and use accurately grade-appropriate general academic and domain specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
Hanukah Dreidels
Kathy Ceceri developed the Circuit Playground Dreidel – https://learn.adafruit.com/CPX-Mystery-Dreidel/overview. Kathy has them cut out their cardstock dreidels from a PDF. I created a template in Cricut so they could be cut out ahead of time. Here is a link to it https://design.cricut.com/landing/project-detail/6380fecebf31eaf51e587127. Due to the complexity of the code, students were provided with the one developed by Kathy.
Another kind of dreidel was made using CDs – see https://minds-in-bloom.com/make-dreidel-out-of-cd/.
Finally, students get to play the dreidel game (happening this coming week).
Standards Addressed
Next Generation Science Standards – Engineering
- Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- Social studies programs should include experiences that provide for the study of culture and cultural diversity.
- Anchor Standard #1. Generate and conceptualize artistic ideas and work.
- Anchor Standard #2. Organize and develop artistic ideas and work.
- Anchor Standard #3. Refine and complete artistic work.
Making Kinaras
“The kinara is a seven-branched candleholder used in Kwanzaa celebrations in the United States. During the week-long celebration of Kwanzaa, seven candles are placed in the kinara—three red on the left, three green on the right, and a single black candle in the center. The word kinara is a Swahili word that means candle holder. The seven candles represent the Seven Principles (or Nguzo Saba) of Kwanzaa. Red, green, and black are the symbolic colors of the holiday” (https://en.wikipedia.org/wiki/Kinara).
Students created the kinara by making tissue paper candle holders to make the kinara candles. See the Lighting section below on how they were lighted.
Standards Addressed
- Social studies programs should include experiences that provide for the study of culture and cultural diversity.
Making Gingerbread Houses
Making gingerbread houses is typically associated with Christmas time and it is a great activity for students. I purchased kits at deeply discounted websites like Five Below prior to the Christmas session. This means that the kits are quite old but they aren’t for eating, they are for display. To add another element of fun, I cut out the doors and filled them with Isomalt. This permitted students to add lights inside to micmic how a house might look like during Christmas (see next section on lighting).
Standards Addressed
Next Generation Science Standards – Engineering
- Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- Anchor Standard #1. Generate and conceptualize artistic ideas and work.
- Anchor Standard #2. Organize and develop artistic ideas and work.
- Anchor Standard #3. Refine and complete artistic work.
Lighting Up the Kwanzaa Kinaras and Gingerbread Houses
Students learned some basics of electrical circuits using blinking LEDs. For their Kwanzaa Kinaras, they made simple LED/3V Lithium battery connections – see https://youtu.be/pIDB56RYT5M on how to do this.
To light up the inside of the gingerbread houses, the students combined 3 pre-wired LEDs (resistor built in) and a 9v battery in a series circuit (there wasn’t enough power for more than 3 in the circuit). One of the pre-wired blinking lights was placed in each of the gingerbread houses. The basics of how to do this can be found via this tutorial – https://youtu.be/DcN0Xlw7nko.
During the process of making and testing their circuits, we discussed how circuits worked, polarity, and conductive/insulting materials. The following video can help explain electrical circuits to younger students – https://youtu.be/HOFp8bHTN30
Standards Addressed
Next Generation Science Standards – Energy
- Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Lighting and Signage Using micro:bits
micro:bits were used to create signs wishing happy holidays. They were also used to light up Neopixel rings and strips.Here are some resources for the micro:bit component of the display:
- micro:bit Holiday Activities – https://microbit.org/news/2020-12-03/microbit-holiday-activities/
- Using Neopixels with the micro:bit – https://support.microbit.org/support/solutions/articles/19000130206-using-neopixels-with-the-micro-bit
- Sample Neopixel Makecode – https://makecode.microbit.org/72931-87952-73243-42587 and https://makecode.microbit.org/_VbyT1DT7uDKp
Standards Addressed
- Create programs that include sequences, events, loops, and conditionals.
- Modify, remix, or incorporate portions of an existing program into one’s own work, to develop something new or add more advanced features.
Next Generation Science Standards – Energy
- Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Math Connection
Although, I didn’t do so this year, I have included a math component to gingerbread house making in the past whereby students needed to learn about and calculate the perimeter and area of their creations (see Gingerbread House Making: A Fun and Engaging Cross-Curricular Lesson).
A Chess Class for Elementary Students (with a DIY micro:bit -Driven Chess Clock)
Each week a master math teacher from Math Amigos comes to my GT classroom for an hour to present conceptual math problems. High ability math students from 4th through 6th grades attend. A few weeks ago he presented a problem that included chess knight moves. One of the students mentioned how much she loves to play chess. I asked her if she’d like to lead a chess class. She agreed. Out principal liked the idea and ordered some chess sets. It is being offered to the 4th to 6th graders as a 45 minute class each week. About a dozen students expressed interest. I was personally excited as this was a true example of my penchant for student voice and choice (for more about this see my blog post, Today’s Education Should Be About Giving Learners Voice and Choice).
Below is a video clip of its soft start where she and another students are teaching some of their classmates how to play.
Some Academic and SEL Benefits of Chess
- Develops Logic, Critical Thinking, and Creativity. Playing chess requires a lot of “if-then” logical analysis and “what-if” scenarios, all necessary ingredients for developing logical and critical thinking. In addition, studies show that chess boosts creativity, most dramatically in originality. Researchers attribute this boost to the process of imagining all the possible move alternatives which trains the mind to play with possibilities … the cornerstone of original thinking.
- Increases Concentration & Memory. Studies conducted by the University of Memphis have found that children who play chess significantly improve their visual memory, attention span, and spatial-reasoning ability … all important factors for success in school.
- Develops Decision Making and Problem-Solving Skills. Chess helps kids learn and practice thinking through and finding solutions to complex problems. The game of chess is a game of problem-solving, planning, and foresight. Being able to think through changing variables and formulate a plan based on various possibilities are invaluable skills necessary for the game, and more importantly, for life!
- Improves Reading and Math Skills. Research continues to support the intellectual benefits of chess. Playing chess develops problem-solving skills in kids. studies have shown that because chess requires children to use cognitive processes such as decoding, analysis, thinking, and comprehension (all skills required for reading), chess playing kids greatly improve their reading skills over non playing kids. Also, one research study showed that substituting one hour of mathematics lesson a week with a Chess lesson showed an improvement in the mathematics test score of students in the research group.
- Teaches Strategic Thinking, Planning, and Foresight. To be able to fulfill larger tasks in life, kids need to learn how to create a ‘plan of attack’ and outline plausible, step-by-step ways to achieve goals. During a game, players must strategically map out a plan and then execute it successfully in order to win.
- Greater Awareness of the Consequences of Ones Actions. Research suggests that children playing chess are more likely to understand the consequences of their actions.
- Teaches Flexibility and How to Stay Calm Under Pressure. The game of chess has an inherent quality of calming down its participants as they play – studies show that playing chess makes people feel more relaxed than other games (like checkers). In chess, you have to think on your feet and make a decision about which move is best in any given situation- this teaches children how to stay calm under pressure.
- Improves Social Skills and Emotional Intelligence. Kids who learn chess improve important abilities like sportsmanship, respect, fairness, patience, leadership, confidence, and a healthy self-perception.
Sources for above and for more information about the benefits of chess, see:
- https://www.gamesver.com/reasons-why-chess-should-be-taught-in-schools-benefits-importance/
- https://mybrainblox.com/blogs/news/the-benefits-of-chess-for-kids
- https://patch.com/new-jersey/pointpleasant/5-important-benefits-playing-chess-kids
- https://www.chessmatec.com/post/benefits-of-integrating-chess-in-schools
- https://battleofchess.com/benefits-of-playing-chess/
Something Extra – Creating a Chess Clock
Having students learn about and use timed chess games has the potential to increase engagement and the benefits of playing. “The importance of a chess clock is that – it will build urgency for chess players and for beginners I believe this will help you become a stronger chess player and very strategic in playing chess games once you get used to playing with a chess clock” https://chessdelights.com/importance-of-a-chess-clock/).
I love doing physical computing in my classroom and have discussed the benefits in https://usergeneratededucation.wordpress.com/2019/03/11/scratch-and-makey-makey-across-the-curriculum/. This along with the price of chess clocks prompted me to learn how to make a chess clock using micro:bits.
Materials for this project:
- Gamer:Bit https://www.sparkfun.com/products/16129
- Spade Connector Wire – 3ft, Female – https://www.sparkfun.com/products/14166
- Push Button With Micro switch For Arcade JAMMA (good prices on ebay)
- micro:bit
- Battery holder (if portability is desired)
Directions for setting up the hardware/box can be found at https://learn.sparkfun.com/tutorials/microarcade-kit-experiment-guide/experiment-2-button-reaction-timer except I connected both wires from the button to the same P#, e.g., both wires from the red button to P0, both wires from the blue button to P1. This permits the micro:bit to be reset after each move. It displays the number of seconds for a move, and it is reset following a move by pressing the 1st button. As such, each player needs to keeps track of total amount of time via a paper and pencil. The students are making two clocks – one for each player.
Here is the MakeCode used – https://makecode.microbit.org/_hU4M2ixcYThom
Parting Shot: I have only played chess a half dozen times in my life but several students do. It is the students running the class, and this thrills me to no end.
Dia de Muertos & Halloween Displays: A Meow Wolf-ish STREAM Lesson
I have the privilege of teaching gifted education in Santa Fe, New Mexico. Two unique characteristics of living and working here is (1) there is a strong Mexican population who have retained their beautiful culture – language, culture, food, and holiday, and (2) it is the birthplace of Meow Wolf, unique and immersive art installations with multimedia elements and a mysterious narrative throughout; whose mission is to inspire creativity in people’s lives through art, exploration, and play so that imagination will transform our worlds.
Because of these unique elements in my community, each year I ask the students to create Dia de los Muertos and/or Halloween story-driven and technology-enhanced displays which are put in the front foyers of my schools for the students and visitors to enjoy. They are project-based, high engagement (as students can draw on their individual strengths within their teams), and focus on student voice and choice. In other words, these projects become strong STREAM (Science, Technology, wRiting, Engineering, Art, Math)-based lessons which translates into being interdisciplinary. I believe all lessons should be interdisciplinary as I discuss in https://usergeneratededucation.wordpress.com/2019/01/13/all-lessons-should-be-interdisciplinary:
Standards Addressed
Due to the project’s cross disciplinary nature, standards were addressed from several disciplines:
Common Core State Standards – ELA
- 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.
- CCSS.ELA-LITERACY.W.5.6 – With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.
- CCSS.ELA-LITERACY.W.5.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Science Standard
- NGSS: 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
GSS Engineering Standards
- 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and
- constraints on materials, time, or cost.
- 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
ISTE Standards for Students
- Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
- Develop, test and refine prototypes as part of a cyclical design process.
- Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
- Create original works or responsibly repurpose or remix digital resources into new creations.
National Core Arts Standards
- Anchor Standard #1. Generate and conceptualize artistic ideas and work.
- Anchor Standard #2. Organize and develop artistic ideas and work.
- Anchor Standard #3. Refine and complete artistic work.
National Standards in Gifted and Talented Education
- 1.1. Self-Understanding. Students with gifts and talents recognize their interests, strengths, and needs in cognitive, creative, social, emotional, and psychological areas.
- 1.5. Cognitive, Psychosocial, and Affective Growth. Students with gifts and talents demonstrate cognitive growth and psychosocial skills that support their talent development as a result of meaningful and challenging learning activities that address their unique characteristics and needs.
The Lesson
One of the schools where I teach (I teach at two schools) has a large Mexican (self-identifying term) population and as such, each grade has a bilingual class. My students from this school were asked to create stories and displays based on Dia de los Muertos.
The events were as follows:
- Write a Thematic Story
- Review Possible Projects for Story
- Create Artifacts and Display
Write a Story About Dia de los Muertos or Halloween
With the older students, grades 4 through 6, I reviewed the story arc and explained that they needed to include all of those elements within their stories. With the younger kids, grades 2 and 3, I talked about characters, setting, and plot and reinforced including these elements in their stories. There were 2 to 4 students per group, so they collaborated on their stories using Google Docs. What follows is one of the stories written in English and then translated into Spanish:
English Version
Spanish Version
Links to Other Stories
- The Chupacabre – 5th and 6th Graders: https://docs.google.com/document/d/1rZEbwaanXQM8V83DbmQ9FmxAze0moZjSkICJLF5SaQw/edit?usp=sharing
- Story by 4th Graders: https://docs.google.com/document/d/1XWX3tPK_eiLavBDyIY5HRhwa5YHvWvsVGVrm4Kr5at8/edit?usp=sharing
- The Haunted House – 2nd and 3rd Graders: https://docs.google.com/document/d/1YFCodaGgBIDqp-DUx1Q1_DH9mrMWO3DPOHlr62jyr_E/edit?usp=sharing
- Story by 2nd Graders: https://docs.google.com/document/d/1C5uLkTLJmBhE78xkyg01TnTgIdJQyueFacgvuIQnEss/edit?usp=sharing
Story as a Storyboard That Comic
One student requested and created his group’s story as a comic as his other two groups members wrote their story out on Google Docs. Here are a few of his cells.
The rest can be view at https://www.storyboardthat.com/portal/storyboards/cdamm/classroom-public/unknown-story3
Review Possible Projects for Story Display
For possible artifacts to create their story-driven displays and as a way to honor voice and choice, students could select from the following projects:
If interested in a specific project, I would either provide the interested student and/or group with a link to a tutorial or give a mini-lesson on it.
Create Artifacts and Display
Individual groups selected a combination of the following artifacts:
- micro:bit Characters
- Neopixels – micro:bit driven
- Servos – micro:bit driven
- Sugar Skulls
- Paper Circuits Skulls and Pumpkins
- Laser Cut Objects Out of Wood
- Cardboard Construction Kits
- Jack-O-Lanterns Lit by Circuit Playgrounds
- Hummingbird Bits for Servos and Lights
Here is a slideshow of the students’ creation efforts:
Personal Reflection
The joy both my students experience throughout the lesson is palatable. I love listening to their excitement as they develop their stories. I love watching their smiles as they create their elements for their stories. I love seeing their bodies shake with excitement when their displays are complete, and I love witnessing their pride when the other students excitedly approach and comment on their displays.
Because I have students in my gifted program throughout their elementary years, I love seeing their excitement when we begin this project each year. I always try to introduce some new possibilities for their display elements each year. For example, this year I introduced and taught Hummingbird Bits which I learned about during a PD workshop this past summer. In addition, since I blog about this project each year as a means to document both students’ and my learning, I can see my own progress. Here is the blog post from the first two years I did it – Halloween Wars: An Interdisciplinary Lesson with a STEM, STEAM, Maker Education Focus. During the first year, I provided students with cookies, ping pong balls, LED lights, gummy worms, candy skeletons – no physical computing. So, for me, it is great to see my own growth, too.
Jackie Gerstein, Ed.D.
User Generated Education 