User Generated Education

Education as it should be – passion-based.

Posts Tagged ‘educational technology

Stop Motion Animations: A Fun and Engaging Language Arts-Educational Technology Integration

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One of my favorite things to do as an educator is to create lessons plans that help students address content standards through authentic learning activities and develop transferrable skills. For the stop motion animations, both English Language Arts Common Core and ISTE Standards were addressed. Plus, students had fun, were fully engaged, and developed a greater tolerance for long term projects. This blog post provides some background information as well as presents a few student examples.

Standards Addressed

English Language Arts Common Core Standards

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.5.3.A
    Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
  • CCSS.ELA-LITERACY.W.5.3.B
    Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
  • CCSS.ELA-LITERACY.W.5.3.E
    Provide a conclusion that follows from the narrated experiences or events.

ISTE (Technology) Standards for Students

1.6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:

  • 1.6.b. create original works or responsibly repurpose or remix digital resources into new creations.
  • 1.6.c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
  • 1.6.d. publish or present content that customizes the message and medium for their intended audiences.

Creating Storyboards

Learners were assigned the following story arc template in Storyboard That.

Link – https://www.storyboardthat.com/create/storytelling-templates

Making the Stop Motion Animations

Learners used the Stop Motion Studio App to create their animations:

Student Examples

The Worm and the Cheese by Andrew

Storyboard Template Using Storyboard That

Stop Motion Animation: The Worm and the Cheese

The Adventure of the Cats by Marisol

Storyboard Template Using Storyboard That

Stop Motion Animation: The Adventures of the Cats

Written by Jackie Gerstein, Ed.D.

May 22, 2022 at 3:51 pm

Artificial Intelligence: Generative AI

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My gifted students, grades 4th-6th, selected Artificial Intelligence, as their elective during Spring, 2022 semester. (For more about this see Offering Electives to Elementary Students.) The Generative AI learning activities I describe below are part of their larger Artificial Intelligence elective as well as being part of the ISTE AI Explorations course I am taking.

ISTE Standards for Students

  • Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
  • Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
  • Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
  • Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students create original works or responsibly repurpose or remix digital resources into new creations.

The Hook

Students explore the following Generative AI technologies:

Introductory Videos

Students watch the following videos to gain some background knowledge about GANS:

Warm-Up Activity: Create a Mythical Creature

Students create a mythical creature using Google’s Chimera Painter-https://storage.googleapis.com/chimera-painter/index.html. “Chimera Painter is a demo that lets you run wild by drawing out creature shapes that become fully fleshed out by our CreatureGAN machine learning model, which was trained on hundreds of thousands of 2D renders of 3D creature models.” To begin, students watch the following video. It provides a great overview about how GANS work in the context of using the Chimera Painter. Once they create their creatures, they write a short story about them. Students can be instructed that their favorite creation can be used in the next activity – their presentation assignment.

The students loved making these.

Assignment: Create a Generative AI-Enhanced Presentation

For this assignment, students are going to make a presentation out of Generative AI Art that shows the projects they created for our AI unit (see previous blog posts). An alternative can be that the theme for the presentation is decided upon by the student and/or the teacher). It needs to include AI Art, AI sounds or music, and AI Drawing or Painting elements.

To begin students experiment with and create artifacts for the following GANS. They then choose their favorite creation from each of the following for use in their presentations. Students can use Google Slides to upload their creations, and possibly add text to create a GAN-enhanced presentation.

Generative AI Art

Generative AI Music

Generative AI Drawing / AI Painting:

Example Student Project

Written by Jackie Gerstein, Ed.D.

April 4, 2022 at 1:30 pm

Artificial Intelligence: Chatbot Activities for Students

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My gifted students, grades 4th-6th, selected Artificial Intelligence, as their elective during Spring, 2022 semester. (For more about this see Offering Electives to Elementary Students.) The chatbot learning activities I describe below are part of their larger Artificial Intelligence elective as well as being part of the ISTE AI Explorations course I am taking.

ISTE Standards for Students

  • Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
  • Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
  • Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
  • Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students create original works or responsibly repurpose or remix digital resources into new creations.

The Hook

Learners try out the following chatbot:


Video Introduction


Main Activity 1: A Scratch Text to Speech Language Translator Chatbot

Student Examples


Main Activity 2: Create a Chatbot on a Topic of Your Choice

Learners create their own Chatbots using Scratch 3.0. They are expected to research a topic of personal interest to create a Chatbot that can answer questions about interesting facts related to their topic.

Students explain how the ones they created work:



Extension

To extend knowledge about and coding of Chatbots, learners do the Python-drive CodeMonkey Trivia Chatbot course: https://app.codemonkey.com/hour-of-code/trivia-chatbot/course#1

Written by Jackie Gerstein, Ed.D.

March 30, 2022 at 1:54 am

Artificial Intelligence: Machine Learning Activities

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My gifted students, grades 4th-6th, selected Artificial Intelligence, as their elective during Spring, 2022 semester. (For more about this see Offering Electives to Elementary Students.) The machine learning activities I describe below are part of their larger Artificial Intelligence elective, and part of the ISTE AI Explorations course I am taking.


Education as it should be – passion-based.

Artificial Intelligence: Chatbot Activities for Students

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My gifted students, grades 4th-6th, selected Artificial Intelligence, as their elective during Spring, 2022 semester. (For more about this see Offering Electives to Elementary Students.) The chatbot learning activities I describe below are part of their larger Artificial Intelligence elective.Here is another

ISTE Standards for Students

  • Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and
    troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
  • Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
  • Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test
    automated solutions.
  • Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students create original works or responsibly repurpose or remix digital resources into new creations

Introduction to Machine Learning Via Videos

Real World Examples

Teachable Machine Activities

Introductory Activity: Using Teachable Machine with Google

Website Used: https://teachablemachine.withgoogle.com/

Here is a video tutorial how this works:

My students tried the Teachable Machine using three categories of objects (images) found in the classroom:


Rock, Paper, and Scissor – Machine Learning for Kids

This project uses Google’s Teachable Machine (images), the Machine Learning for Kids website, and Scratch 3.0 to create an interactive game of Rock, Paper, Scissors.

Website Used: https://machinelearningforkids.co.uk/#!/welcome

The following video used in conjunction with the website above describes how to create this project.


Machine Learning with Marshmallows and Tiny Sorter

This project uses Google’s Teachable Machine (images), p5 Sketch, and Arduino’s Circuit Playground to create a mechanism that sorts mini-marshmallows and cereals into respective cups.

Full directions for this project can be found at: https://learn.adafruit.com/machine-learning-with-marshmallows-and-tiny-sorter?view=all


micro:Pals

This lesson uses Google’s Teachable Machine (poses), Stempedia’s Pictoblox, and a micro:bit to create a micro:Pal (see the video below for an example).

Web Resources Needed:

I created the following video to describe the step-by-step directions for this project.

Here are my students doing making their microPals:

Written by Jackie Gerstein, Ed.D.

March 22, 2022 at 10:51 pm

Transmedia, Digital Storytelling Project

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As someone who, for years, has been using educational technology, I have \said the often stated quote, Technology won’t replace teachers, but teachers who don’t use technology will be replaced. More recently I heard the quote from my brilliant colleague, George Couros, Technology won’t replace great teachers, but in the hands of great teachers can be transformational. This better fits my sensibilities.

As an educator of 1st-6th grade gifted students, I love asking them to use digital platforms that permit them to be content creators. I believe that learners, in this high tech, highly connected world, should be producing as much or even more content than they are consuming. From Digital Promise:

Schools, libraries, and classrooms have traditionally been a place for the consumption of information and ideas. Empowering students as creators means educators shift their professional thinking, instruction and instructional program to enable authentic opportunities for students to individually and collaboratively tinker, build, inquire, design, create, and iterate.

The research surrounding students as creators recognizes their potential to engage, participate and their potential for developing agency as citizens of the world. As digital-age learners, students are not merely consumers of content and ideas. The International Society for Technology in Education (ISTE) identifies “Empowered Learners,” “Knowledge Constructors,” “Innovative Designers,” and “Computational Thinkers” among seven core standards for students (Empowering Students as Creators).

To support students as content creators, they were asked to create transmedia, digital stories. Digital stories are:

At a basic level digital storytelling means using technology to tell stories. You can tell digital stories in many ways, for example: through text on a website or social media tool, through narration and images in a video, or through narration in a podcast. Digital stories are not just facts presented with accompanying images, they are narratives crafted to take the listener or reader on a journey. Just like a novel or a documentary, digital stories have a plot, characters, and themes (What is Digital Storytelling?).

. . . and similarly, transmedia storytelling is defined as:

Transmedia storytelling uses multiple media platforms tell a coordinated story.  Multiple narratives come together, constructing a larger storyworld. Like a giant puzzle, each piece contributes to a larger narrative. The process is cumulative and each piece adds richness and detail to the story world, such as character backstories and secondary plotlines.  This makes for a richer audience experience and multiple access points (What is Transmedia Storytelling?).

For this project, my gifted students, grades 4-6, were asked to write a fictional story, alone or with a partner (most chose a partner). It was open-ended in that the fictional content was determined by them. They did, though, have to create:

  • Characters with each student creating a Makey-Makey/Scratch bottle character,
  • The Story Setting with each individual or team creating a CoSpace to portray their story setting,
  • A Story Arc using Storyboard That or Google Docs.

Makey Makey/Scratch Bottle Characters

To begin this aspect of the project, students were asked to compose 5 facts about their characters. They then created sculptural versions of their characters using water bottles and craft materials. They used Makey Makeys/Scratch to “speak” those facts – see the video below. Scratch is coding language with a simple visual interface that allows young people to create digital stories, games, and animations. Makey Makey is a simple circuit board you can use to create your own keyboard for a computer. For this project, students used Scratch to work using the Makey Makey. See Biography Bottles With Makey Makey for how to do this.

CoSpaces Story Settings

CoSpaces Edu is a 3D creation web and app-based classroom tool that allows students to create in a 3D augmented and virtual reality environments. It permits for collaborative creation so students were able to work with their partners to create a 3D, VR versions of the settings for their stories.

Since CoSpaces projects are VR enabled, I bought a cheap Bnext™ VR headset from ebay so students could view their spaces in virtual reality. It was so much fun to watch their reactions.

(The above images are royalty-free, but my students looked like this when viewing their sites. I couldn’t take photos as they were using my phone/camera to view CoSpaces.)

Plot – Story Arc: Storyboard That

I really love using Storyboard That, a digital tool aimed at students who want to create a storyboard to communicate. The online-based platform lets anyone easily create a storyboard in order to tell a story in a visually engaging way. For this project, I assigned the Plot Diagram and Narrative Arc template for students to use, a more complex one for older students and a less complex one for younger students.

Benefits/Results

From observing my learners for the multiple hours they were engaged in this project, I found it had the following benefits:

  • Full and total engagement,
  • Increased creativity and use of imagination (more than simple, written work) ,
  • Student voice and choice,
  • Learning how to use new content creation technologies,
  • Learning the mechanics of writing,
  • Project management (due to the long term nature of this project),
  • Joy and pride in learning.

Scratch Monster Mash Up: A Language Arts/Technology Project

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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)

https://scratch.mit.edu/projects/506818063

Written by Jackie Gerstein, Ed.D.

March 29, 2021 at 2:03 am

Energizing Students Right From the Start

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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. 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.

Absurd Words

Here are some activities to go along with this book. (source: Absurd Words – Judy Bradbury)

  • Choose a theme from the book. Ask students to write an essay on the theme. Once complete, have students revise, using the book to “level up” their language.
  • Explore the Roots sidebars throughout the book. Ask students to illustrate one that catches their interest and provide a caption. Post the Roots around the classroom or in the hallway.
  • Ask students to write a story in which they use words from the “Once Upon A Time” chapter and also create one or two new words that fit the tale.
  • Place words from the book on index cards. Have teams arrange the words in categories according to their meanings. Next, ask each team to choose a category and team-write a story using those words.

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.

Matchstick Puzzles

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.

Cryptology

Discover Crypt is a game designed to introduce a beginner level amount of knowledge to those intrested about learning cryptology. Discover Crypt is targeted for all those wanting to learn, but is great for those wanting to use cryptology in a career, as a hobby, or in education (http://highschool.spsd.org/crypt/about.html).

For more puzzles, see http://highschool.spsd.org/crypt/play.html

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.

Examples can be at https://logiclike.com/en/matchstick-puzzleshttps://logiclike.com/en/matchstick-puzzles

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!).

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.

Written by Jackie Gerstein, Ed.D.

December 24, 2020 at 7:11 pm

Starting the Year with “All About Me” Activities

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I have written before about the beginning of the school year, Beginning the School Year: It’s About Connections Not Content.

I begin all classes focusing on having the students make connections between each other and with me.  I want students to learn about one another in a personal way. I want to learn about my students so my instructional strategies can be more personalized and tailored to their needs and interests.

This year given remote learning, both synchronous and asynchronous, I developed technology-enhanced “all about me” activities that my learners could do remotely. These types of activities are even more appropriate than ever as a substitute for the typical “what I did over the summer” assignments.

Book Creator All About Me Activity Descriptions

The following Book Creator of descriptions and examples of all about me activities is shared with my learners, grades 3 through 6, via our district’s Open Access website:

All About Me: Getting to Know Our Students

This format provides my learners with a kid-friendly presentation of their All About Me activities.

Detailed Activity Descriptions

Bitmoji Learning Environment

Bitmoji classrooms have become a bit of a craze. They are described in more detail in the Edutopia article, Educators Turn to Bitmoji to Build Community and Engagement. A legitimate criticism leveraged against them is that they are teacher-centric. It is the teacher doing the work. I believe that if learners are not doing as much or even more creating than consuming, then this is a problem. As such, I am asking my students to create their own optimal learning environments. To begin, I ask learners to have a look at mine.

I ask them to note my sofa, picture of my cats, bookcase with books and art materials, my refrigerator with my diet Coke, plant, and window. Then I provide each of my learners (I only have 12 of them) with a Google Slide template, Build Your Own Bitmoji Classroom, developed by @HollyClarkEdu and @themerrillsedu. To their template I add a variety of Bitmojis I created for them due to them being under the age of 13. To learn how to create bitmojis for your learners, see this post by Matt Miller, https://ditchthattextbook.com/bitmojis-for-your-students-how-to-create-and-share-them/.

Personalized Feelings Chart

I start all my classes, both elementary school and college classes, with an emotional check in. I discuss this in more detail in Emotional Check-Ins in a Teaching Webinar. Last year, I had my elementary students make their own feelings pillows for our emotional check-ins (made with felt of different colors, sharpies, yarn for sewing, and stuffing). They loved them. This year, due to remote learning, they are making their own personalized feelings chart. They start by identifying 8 to 12 feelings they typically experience using the Mood Meter developed by the Yale Center for Emotional Intelligence:

They are asked to select a few from each color. They use either Adobe Spark or a Google Slide to create their own. I show them how to do image searches with each platform and my own personalized feelings made with Adobe Spark as an example:

Lego Selfie

I learned about the Lego Selfie through a post on Aaron Maurer’s Coffee for the Brain. Most of my learners love Legos and have them at home so I think this would be a great choice for them. For those who do not have them at home, they can use the virtual Mecabricks or choose a different activity. Examples of Lego Selfies can be seen at https://photos.app.goo.gl/N1AJSchhanykYgTq7.

Kahoot Selfie

Most teachers and students these days know about Kahoot, a game-based learning platform that makes it easy to create, share and play learning games or trivia quizzes. For this All About Me activity, learners create their own Kahoot Selfie with 5 or more Kahoot quiz questions about themselves, each question having a four possible answers with only one of them being correct. Here is a template to help them with planning – https://kahoot.com/files/2017/07/kahoot_paper_template-1.pdf and an actual Student Selfie Kahoot that they can duplicate and edit with their own questions and answers (they will need their own account to do so).

Nature Materials Self-Portrait

To get my learners away from their computers, one of the All About Me activity choices is to go outside to collect natural materials to create a self-portrait. They have to collect and use at least two dozen objects from nature as part of their design.

Comic Strip: A Change I’d Like to See in the World

For this activity, learners create a comic strip of at least 6 cells that describes a change they’d like to see in the world. I really like StoryboardThat and have an account for it so this is the platform my students use. Here is an example I found so learners can have an idea what to create:

Source: https://www.storyboardthat.com/storyboards/williamhjr/anti-racism

Flipgrid Video: My Hero and Why

Flipgrid, as most educators know, is a social learning platform that allows educators to ask a question, then the students respond in a video. Students are then able to create video comments to one another’s posts. For this activity, learners first watch For the Heroes: A Pep Talk From Kid President. They then access our class Flipgrid to create a video that describes their hero.

Here is a link for you to make your own copy – https://admin.flipgrid.com/manage/discovery/details/24147.

Fake Instagram Account

Because my learners are elementary age, they don’t (or shouldn’t) have their own Instagram account. This activity allows them to create their own (fake) one. The blog post, Fake Instagram Template with Google Slides (FREE), describes the process for doing this. This template – https://docs.google.com/presentation/d/1_gupBqIZBToioNFgbAb4nFVlsJgbdW5xneccto6pcFk/edit?usp=sharing – can be used by going under file to make a copy.

Here is my example:

Google Tour Creator

For this All About Me activity, learners create their own 360 degree virtual tour using Google Tour Creator. They need to include at least 6 geographic locations where they’d like to visit. This Google Tour Creator Tutorial video can help you and/or the learners use this tool. Here is the example I created – https://poly.google.com/view/8HpqhXYHzN4.

Aggregating Their Artifacts

Learners are instructed to aggregate all of their All About Me artifacts on a Google Site they create (we are a Google district). For artifacts that aren’t web based like the Lego Selfie and Nature Self portrait, they take photos of them to upload into these photos into their site. A Google site provides me with a way to check their work and give feedback. The learners will also have them all in one place to show their families and easily revisit at a later date.

All About Me Class Badge Progress Chart

The following chart is used to keep track of each student’s progress. They are required to complete the Bitmoji Learning Environment and Personalized Feelings Chart. They can then choose four out of seven others. They can work on the activities in any order they choose. Once completed, I check them and award the badge using this chart to indicate its completion for the individual students.

Here is a link in case you want to make your own copy – https://docs.google.com/document/d/1HNDc202wJE50BGh97CteNdpt8tOGTYg96DOeP49YvGc/edit?usp=sharing

Personal Progress Chart

Learners are asked to make a copy of the following progress chart which is in the form of a Netflix playlist template (created by the talented @MeehanEDU) in order to create their own playlists of completed activities for this unit as well as ones we’re doing later in the school year. You can also make a copy and adapt it for use with your learners.

Here is a link to the template – https://docs.google.com/presentation/d/19Nkwml_hHK6N2KNyHxynOjkUltp_ld9AMGQ0K05y2yI/edit?usp=sharing.

Written by Jackie Gerstein, Ed.D.

August 23, 2020 at 12:16 am

Anti-Racist Activities for Upper Elementary and Middle School Students

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I am planning to do anti-racist activities with my elementary students (5th and 6th graders) this coming fall.

When you’re essentially [teaching] a kid to be anti-racist, you’re deliberately encouraging them to talk about race and Racism. You’re deliberately teaching them that all the racial groups are equals. You’re deliberately showing them, yes, there are different colors and there are different cultures. And we should value them all equally.

It’s important for parents and for educators to be intentional about preparing our young people for the world that they are inheriting and living in. To not talk about it is a disservice to all young people. So not just black students who need to learn about their blackness and their history, but white students as well and nonblack people of color need to know our country’s history and talk explicitly about it.(How Can Parents Make Their Kids Understand How To Be Anti-Racist?)

During this unit, designed for grades 4 through 8, students will gain an awareness of inequities, privilege and racism in the United States, and how to use their voice to express their wants, needs, and rights (most of my students at my Title 1 school are Hispanic) as well as how to be allies to Black communities through anti-racist actions.

The activities I plan to do (can be completed using social distancing) with my students include:

  • Introduction Using Bitmoji Classroom
  • Antiracist Children’s Talking Books
  • I Am Poem
  • Make a Podcast or Write a Song
  • Quilt
  • Online Book/Zine or Scratch Game

Introduction

Learners are given access to the following Google slide and asked to explore the resources independently.

Anti-Racist Children’s Talking Books

Learners read each of the following anti-racist children’s books either independently or as read alouds. (I bought a set for my classroom.) To view the full set, access the link to the Wakelet aggregate.

Each learner chooses one book to make it into a talking book. To introduce them to their task of making a talking book using the microcontroller, Makey Makey, they are shown the content found within the web article, Makey Talking Book From Scratch, which includes a video, written instructions, and images.

Once they use Scratch programming to record the reading of their selected books, they program it to correspond to different Makey Makey keys. They can add sound effects available on Scratch to correspond with each of their reading segments. Next, they wire their books with copper tape. They then connected the Makey Makey to their book’s copper wires using alligator clips. Learners can then take their talking books into classrooms with younger grades so they can play their books.

In lieu of and as an extension to this activity, learners can create laser cut or 3D printed characters from these books, using Make “Joy” Using Google Drawings & Tinkercad, as a reference guide.

I Am Poems

Learners search through Stories of 40 Incredible Kids Who Have Changed the World and identify one BIPOC (Black, Indigenous, Person of Color) young person about whom they want learn more. After doing some more research about their selected young person, they write an I Am poem from the perspective of that person. An alternative for older students is to do this activity choosing a Black activist. A sample list can be found at https://www.biography.com/people/groups/civil-rights-activists.

Here is the template for the I Am Poem with an online version found at https://freeology.com/worksheet-creator/poetry/i-am-poem/.

Using Adobe Spark (a free and easy option to create multimedia presentations), they create a multimedia presentation that incorporates both images and a recording of them reading their poems. Here is an example (not made with Adobe Spark but still a good example of what can be done):

Podcast

For this activity, learners created a podcast and/or write a song related to anti-racism. They can create a opinion piece where they discuss their thoughts and opinions about anti-racism, they can create a show where they interview other learners about their thoughts, or they can write and record a song.

Learners are asked to listen to the podcasts, Hey Black Child and Art for Activism with the Butterfly Effect; and listen to the song wrote and sung by Keedron Bryan called I just wanna live for inspiration. (These resources can also be found in the bitmoji classroom.) For older and more mature students, there are the Generation Justice podcasts. These are created and produced by a group of high school and college students, “

Here are some resources about podcasting and recording with students:

Quilt

The inspiration for this activity comes from the Social Justice Sewing Academy. Here are some examples that young people created:

Learners design their quilt blocks on Powerpoint slides basing it on anti-racist messages they would like to convey. The slide dimension should be 12″ x 12″, the size of the finished quilt block. Powerpoint allows for shapes to be merged to create some more complex shapes. (Google Slides doesn’t have this function.) These shapes are cut out from fabric using a Cricut machine or laser cutter. These pieces are glued onto a piece of 15″ x 15″ fleece. Learner quilt pieces can be combined using the no sew method described here – https://www.youtube.com/watch?v=yTWc01iyoHg. Students are asked to write an artist’s statement similar to the examples above.

Online Book-Zine

Learners complete this unit by creating an online book or zine that describes the actions taken or the plans for actions to be taken in order to educate others about anti-racist practices. Here is an example.

Open Your Eyes: See What the World Could Really Be

Book Creator is a great tool to use for this. The illustrations can be drawn and painted (like the example) using Paint Online or Sumopaint or a Pixel Art tool such as https://www.pixilart.com/draw or https://www.piskelapp.com/ and then upload those drawings/images into their ebooks. They can then use the text tool in Book Creator. As an alternative, students can do a series of comics using a tool such as Storyboard That. These art pieces are downloaded as images and then uploaded to Book Creator where students can add text.

Scratch Video Game

An alternative to above, learners can create a Scratch game about the actions they can take regarding educating others about anti-racist practices. Here are some examples with the theme of Black Lives Matter.

Learners can create their sprites and backgrounds either with the Scratch painting tool or upload images they make with papers and colors.

Badges

In order to acknowledge student work and progress, they earn badges for producing quality work. We are using Open Access Canvas so the badge chart is embedded into it where they can keep track of their progress in comparison to the other students.

Finally, here is a Book Creator ebook I created for my students to use as a reference:

Anti-Racism Activities

Written by Jackie Gerstein, Ed.D.

July 12, 2020 at 4:00 pm

Increasing Student Participation During Zoom Synchronous Teaching Meetings

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Due to Coronavirus, many schools are moving online, and teaching through Zoom meetings. If it is only being used to present content to students, then why not just record videos and have students watch them on their own? The value of Zoom meetings is that the educator can create synchronous interactive conversations and activities. My goal is to have all my students actively engaged throughout the meeting. Below are some the activities I have used during my. teacher education Zoom meetings although they can be adapted for any age group and age level (3rd grade and up), and in training professionals. Along with the tools that come with Zoom, I also use online web tools and applications to increase interactivity and engagement. All tools I describe below are free and work on any device, any browser.

Whole Group Discussions

Whole group discussions should be just that – discussions. I believe that the teacher can use this forum for short lectures but, again, they should be short as the power of synchronous Zoom meetings is that it permits interactivity and active learning. Questions about class content can be posed with student responses elicited through verbal responses and/or through the Zoom group chat.

A favorite whole group activity I do is to have a group video viewing party. For this activity, I begin with a short overview of the video and a question of what they should look for during the video. Student responses are put in the chat during and/or after the video.

Whole group activities and discussions can also be used for Breakout Groups follow-up to share what they discussed and did. In this case, I inform the Breakout Groups to decide on a spokesperson or two to report to the whole group.

Breakout Groups

One of the best tools in Zoom is the ability to put students into smaller, self-contained breakout groups. Some ways to use the Breakout Rooms include:

  • To discuss a prompt or questions provided by the teacher or another student.
  • To do online research about a given topic.
  • To discuss a real life scenario or case study. This can be done in a jigsaw strategy whereby different groups are given different case studies. When they are brought back into the whole group, each Breakout Group shares their thoughts and conclusions.
  • To create projects using some of the web tools such as Google Slides, webbing tools, or comics that I discuss later. Time is then given to each group to share what they produced with the rest of the class in a whole group setting.

Quizzes

My students of all ages, kids and adults, absolutely love the competitive, real time quizzes – Kahoot and Quizziz. Both of these online tools – applications have huge archives of teacher created quizzes. They also let teachers create their own and remix the quizzes other teachers have created.

Kahoot

Kahoot! is a game-based learning platform, used as educational technology in schools and other educational institutions. Its learning games, “Kahoots”, are multiple-choice quizzes that allow user responses.

Mentioned Kahoot and any student who has played it just lights up. I like using it at the beginning of a session prime students about what they will be exploring during the session or in the middle to re-energize them.

Quizziz

Quizziz offers self-paced quizzes to students. During my Zoom sessions, I do live Quizziz quizzes where the students answer quiz questions on their own yet compete with one another. It is similar to Kahoot but Kahoot is teacher directed, it displays the questions and answers on the teacher’s device; whereas Quizizz is student directed, it displays all the information on the student’s device.

Polling

Polling web tools can get real time information about students’ opinions, thoughts, and ideas which can be shared with them immediately.

Google Form

Google Forms can be used for student surveys and polling. More information about how to do this can be found at How to Make a Survey With Google Docs Forms. What I really love about using Google Forms for surveys and polls is that immediate feedback can be presented to the students through the response tab.

I like using Google Forms to check in with students and to inquire about what topics they would like to discuss.

Poll Everywhere

Poll Everywhere is a live student-response tool that offers whole-class participation and assessment through teacher-designed surveys, polls, and discussion boards. Tutorial guides can be found at https://www.polleverywhere.com/guides and video tutorials at https://www.polleverywhere.com/videos.

An example I did recently was polling the student teachers with who I work about special education services at their respective schools (see screenshots below).

Web Tools

There are lots of free, relatively easy-to-use web tools that students can use in Breakout Groups to create products about a class topic. The benefits of doing so include:

  • Students get to be creative during the synchronous meeting.
  • Creating products with visual elements helps deepen the learning.
  • Students have fun during the synchronous meeting.
  • Community is built as students work together on such tasks.

Before I give them their task and send them into their Breakout Groups, I give a screen share tutorial on how to use the tool. There are also lots of online video tutorials that can be shared with students.

As mentioned above, the smaller Breakout Groups share what they did with the whole group. To insure that the others pay attention, I ask them to share in the chat the favorite thing or what they learned from the smaller group presentations.

Shared Google Slides and Docs

Having students help create a shared Google slide show is one of my favorite activities. Individual or small groups are asked to take a slide of a shared Google Slide presentation to report on a given topic. I give some broad guidelines including finding and adding both content and images. The following video explains this process.

Below is an example that focuses on classroom management. In Breakout Groups, they were give a topic. Breakout groups 1 and 2 were given the topic. , groups 3 and 4 Classroom Environment, and 5 and 6 Instructional Strategies. They were given several online articles as references and also encouraged to use their own experiences.

Padlet – A Collaborative Sticky Note Board

Padlet is a website and app that allows kids to curate information onto virtual bulletin boards using a simple drag-and-drop system. Students, alone or in groups, can start with a template or a blank page and add videos, text, links, documents, images — basically anything — to the wall and organize it, like a page full of Post-it notes (https://www.commonsense.org/education/website/padlet).

I typically use Padlet as a whole group activity. What I like about it is that the students can easily see the responses, images, links that their classmates have posted.

For example, I love starting my first Zoom meeting with the Padlet: Time to Take a Selfie Icebreaker developed by Catlin Tucker. Below is one I did with a group of teachers with whom I worked.

I have also created and used Padlets for partner interviews, where they posted the results of their partner interviews, SEL strategies, technology in the classroom, classroom management, and collaborating with the community.

Collaborative Webbing – Mind Mapping

“A mind map is a diagram for representing tasks, words, concepts, or items linked to and arranged around a central concept or subject using a non-linear graphical layout that allows the user to build an intuitive framework around a central concept (https://www.mindmapping.com/mind-map.php).

I like to use Coggle in Zoom Breakout Groups. Coggle is an online tool for creating and sharing mind maps and flow charts. It works online in your browser. It is easy to use and permits real time collaborative.

To collaborate, one of the group members starts a Coggle and then invites others by clicking on the + sign in the upper right hand corner and sends email invites.

Below is an example the student teachers did in a breakout about SEL strategies for the classroom.

Comic Creator

Students can be asked to create a comic strip in their Breakout Groups to depict a given topic. My favorite is comic creator is Storyboard That but it has a bit of a learning curve for those who are less technology savvy. Although Make Belief Comix lacks some of the tools and options that Storyboard That has, it is much easier for students to use, so I have moved to using Make Belief Comix in my Zoom meetings. For more technology savvy groups, though, I recommend Storyboard That.

Once back in the whole group. students do a screen share of their product and explain it’s content to the rest of the group. For example, a here is a comic about differentiating instruction using Storyboard That.

As mentioned earlier, Breakout Groups then do a show and tell of their mind maps, comics. The following video shows how to do a screen share. The teacher needs to make sure they have “All Participants” enabled under the sharing settings.

Written by Jackie Gerstein, Ed.D.

March 20, 2020 at 1:42 am

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