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Posts Tagged ‘educational technology

Language Arts Lesson Using a micro:book

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In Learning in the Making I discuss the importance of and strategies for integrating technology into the curriculum.

Maker education needs to be intentional. It follows, then, that if we want to bring maker education into more formal and traditional classrooms—as well as more informal environments such as afterschool and community programs—it needs to be integrated into the curriculum using lesson plans. This chapter begins with a discussion of the characteristics of an effective maker education curriculum and then suggests a lesson plan framework for maker education– enhanced lesson plans.  A powerful maker education curriculum includes the following elements: 

  • Instructional challenges are hands-on, experiential, and naturally engaging for learners. 
  • Learning tasks are authentic and relevant, and they promote life skills outside of the formal classroom. 
  • Challenges are designed to be novel and create excitement and joy for learners. 
  • Learner choice and voice are valued. 
  • Lessons address cross-curricular standards and are interdisciplinary (like life).
  • Learning activities get learners interested in and excited about a broad array of topics, especially in the areas of science, engineering, math, language arts, and fine arts. 
  • Communication, collaboration, and problem solving are built into the learning process. 
  • Reading and writing are integrated into learning activities in the form of fun, interesting books and stories and through writing original stories, narratives, and journalistic reports. 
  • Educational technology is incorporated in authentic ways; the emphasis is not to learn technology just for the sake of learning it. 

Educators need to approach their curriculum and lessons with a maker mindset. With this mindset, they can figure out creative ways to integrate maker activities into existing lessons and instructional activities. Educators in these situations start with the standards and objectives of their lessons, as they typically do with “regular” lessons, and then design or identify maker activities that meet the standards and the lesson. It simply becomes a matter of “How can I add a making element to my lessons to reinforce concepts being learned?” 

The micro:book Lesson

After showing the micro:book activity (see https://make.techwillsaveus.com/microbit/activities/animated-microbook) to a bi-lingual co-teacher, Natalia, she took off with it to develop a lesson to teach her Spanish-speaking students types of sentences. See the video below for her explanation of this lesson and a student example.

Written by Jackie Gerstein, Ed.D.

November 9, 2019 at 2:44 pm

A Brain Science Hyperdoc Activity

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Judy Willis, a neuroscientist turned teacher, in How to Teach Students About the Brain writes:

If we want to empower students, we must show them how they can control their own cognitive and emotional health and their own learning. Teaching students how the brain operates is a huge step. Teaching students the mechanism behind how the brain operates and teaching them approaches they can use to work that mechanism more effectively helps students believe they can create a more intelligent, creative, and powerful brain. It also shows them that striving for emotional awareness and physical health is part of keeping an optimally functioning brain. Thus, instruction in brain function will lead to healthier learners as well as wiser ones.

I teach a unit on the brain each year. This year I am teaching a 9th grade freshman seminar and decided to do a brain science unit with them. For this unit , I created a brain science hyperdoc for them. A hyperdoc is:

A HyperDoc is a digital document—such as a Google Doc—where all components of a learning cycle have been pulled together into one central hub. Within a single document, students are provided with hyperlinks to all of the resources they need to complete that learning cycle (https://www.cultofpedagogy.com/hyperdocs/).

The Brain Science Hyperdoc

Here is a completed brain science hyperdoc so you can see what was required and how one student completed it.

Making Models of the Brain

One of the hands-on activities was to work in a small group to create a model of the brain lobes + cerebellum out of playdoh, and then add post-it note “flags” for each part that indicates its name, function, and how to promote its health.

Creating Neuron Models

As a treat and to reinforce the parts of the neuron, students used candy to make a neuron, label its parts on a paper below, and then show as a group how one neuron would communicate with the next neuron and then to the next and so on.

Creative Writing Activity

One of the final projects of their brain science activities was to pick two activities from the list of creative writing activities about the brain found at https://faculty.washington.edu/chudler/writing.html. One of my students went all out to create a newspaper called The Brainiac News which follows. Using her own initiative, she started a Google Site to post a series of tongue-in-cheek stories. So impressive!

Written by Jackie Gerstein, Ed.D.

October 13, 2019 at 8:24 pm

Shoe Design Project

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As the final project of the school year, I asked a group of my gifted 4th through 6th graders to design and prototype a new type of shoe. In a recent post from Idea U, Why Everyone Should Prototype (Not Just Designers), Chris Nyffeler, IDEO Executive Design Director, discussed the purpose and value of prototyping:

When we say prototype, that’s anything that gets the idea in your head into an artifact people can experience and offer feedback on.

You use prototyping to process the ideas themselves and to help you think through the idea better.

It’s not that you process your idea and then communicate it through a prototype. You actually use prototyping to process the ideas themselves and to help you think through the idea better.

Keep early prototypes quick and scrappy. By starting with tools that are familiar to you and easy to use, you can quickly create something tangible that will allow you to gather feedback and learn what’s working and what’s not.

Videos for Inspiration

After being told about their task – to design a new type of shoe with new and unique features, learners were shown the following videos for inspiration:

Writing a Description of Shoe Characteristics

Learners were asked to begin their design process by writing about each of the following:

  • Age Group?
  • Gender?
  • Kind of Shoe (e.g., athletic, fashion)?
  • Special Features?

What follows are some examples of their descriptions:

Creating a Shoe Design Sketch

Learners were asked to begin prototyping their shoe designs by sketching them.

  • Front, Side, and Bottom Views in Color
  • Special Features
  • Materials Used (they were asked to do online research on the different types of materials that can be used for shoe construction.)

Creating a Logo

It was the learners’ idea to create a logo for their shoes. One of them knew about an online logo creator at https://www.freelogodesign.org/ which they all used. Here is one of them that impressed me. He worked a long time fine tuning it.

Shoe Logo Design Using https://www.freelogodesign.org/

Creating a 3D Model

Option 1 – A 3D Model Out of Cardstock

This part of the activity was taken from Summer Fun: How to Make a Paper Shoe https://kidzeramag.wordpress.com/2014/07/07/summer-fun-how-to-make-a-paper-shoe/ – the template and instructional video follow:

Learners began creating their design with the cardboard template adapted the template to better match their sketches. We ran out of time to complete this part due to the school year ending.

Option 2 – 3D Model Using Google Sketchup

Some learners attempted to create their 3D designs using Google Sketchup – https://app.sketchup.com/app?hl=en. This is the free version so there was limited functions but the learners enjoyed experimenting with it.

Reflecting with the Creative Product Assessment Rubric

As part of their gifted program, learners complete quarterly assessments. For the final quarter, they use the Creative Product Assessment Rubric.

Adapted from Creative Product Analysis Matrix, Besemer, 1984

An Example

Product Name: Ixploz, v.1
Product Description: Athletic Shoe
Problem or Need Statement: To make an athletic shoe that is comfortable and relaxing.

In grade 6, O. reviewed his product, Ixploz, an athletic shoe, using the Creative Product Assessment Rubric. The CPAR assesses novelty, resolution, and style as factors of creativity. This product scored 3/5 for novelty, 3.8/5 for resolution and 3.6/5 for style. Averaging the factors, it scored 3.5/5 overall, accumulating 52/75 possible points.

Strengths Noted: It looks nice and it is comfortable
Questions: If made in real life, would it be successful?

 

Written by Jackie Gerstein, Ed.D.

May 23, 2019 at 7:04 pm

I Have a Dream: Authentic Learning

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I wrote a post earlier this year entitled, Authentic Learning Experiences. Some of the characteristics of authentic learning I identified are summarized in this graphic:

The Task

Learners, 4th through 6th graders in my gifted education language arts class, were given the task of composing and then recording their own I Have a Dream speeches.

Writing Their Speeches

This authentic learning experience began by watching Dr. Martin Luther King’s I Have a Dream speech. Interestingly and sadly, there were a few students who had never seen it.

They then wrote and published their I Have a Dream speeches on Kidblog. These were projected as each learner read her speech. Their peers offered feedback about both the content and the mechanics of grammar and spelling with changes made accordingly. Here are some of the edited examples:

Recording Their Speeches

An authentic learning experience offers learners choice and voice. In this case, students were offered a choice of recording their speeches as part of a video in front of a green screen or by just making an audio recording. Half chose the green screen and the other half chose the audio recording. The videos were recorded using my iphone, the audio recordings via Quicktime on a Mac. Their recordings were uploaded to iMovie. All students were asked to add photos to their recordings. They added images found at Unsplash, over 850,000 free (do-whatever-you-want) high-resolution photos by the world’s most generous community of photographers (my favorite online tool for finding and using images). Learners took turns editing their speeches and their final video follows. Note their different styles and as mentioned earlier, reinforces student voice and choice.

Written by Jackie Gerstein, Ed.D.

May 5, 2019 at 6:34 pm

Sustainable Development Goals: Writing Journals

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The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries – developed and developing – in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests (Division for Sustainable Development Goals, n.d.).

Assignment Goal:

In order to develop a solid background about the definitions and intent related to the Sustainable Development Goals, you will do research using the resources below and/or from your own research.

State and National Content Area and Literacy Standards Addressed:

Common Core State Standards – ELA

  • CCSS.ELA-LITERACY.RI.9-10.1
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • CCSS.ELA-LITERACY.RI.9-10.2
    Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • CCSS.ELA-LITERACY.W.9-10.2
    Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • CCSS.ELA-LITERACY.W.9-10.1
    Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Common Core State Standards – Math

  • CCSS.MATH.CONTENT.HSS.ID.A.3
    Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

21st Century Goals

  • Use 21st century skills to understand and address global issues
  • Learn from and working collaboratively with individuals representing diverse cultures, religions, and lifestyles in a spirit of mutual respect and open dialogue in personal, work, and community contexts
  • Understand other nations and cultures, including the use of non-English languages (Battelle for Kids, n.d.).

Suggested Readings and Resources:

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Source – http://blogs.worldbank.org/opendata/2018-atlas-sustainable-development-goals-all-new-visual-guide-data-and-development

Tradebook – 

World Bank Group. (2018). Atlas of Sustainable Development Goals 2018: From World Development Indicators (World Bank Atlas). World Bank Publications. (Available at https://optefau.files.wordpress.com/2018/06/9781464812507.pdf.)

The Atlas draws on the World Bank Group’s World Development Indicators, a database of more than 1,400 indicators for more than 220 economies, many going back over 50 years. It also explores new data from scientists and researchers where standards for measuring SDG targets are still being developed. Data are critical for decision making and accountability.  Ultimately, the purpose of managing data in this way is to produce measurable results— improved resilience to economic, environmental, and humanitarian shocks; more jobs and opportunities; and improved education, health, nutrition, and gender equality—while leaving no one behind (World Bank Group. 2018, p. 9).

Websites – 

The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries – developed and developing – in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests (https://sustainabledevelopment.un.org/sdgs)

The webpage from the World’s Largest Lesson contains downloadable comics, graphic novels, and picture books.

iOS App –

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Learn about the 17 SDGs, get news on your favorite goals, find out what you can do how you can take action to help achieve them, create your own events actions and invite others to join you in sustainable actions and events (GSMA LTD, n.d.).

Types of Journaling:

Response journals create permanent records of what readers are feeling and thinking as they interact with texts. A response journal allows students to record their thoughts about texts and emotional reactions to them. Teachers may use prompts to trigger students’ feelings and thoughts about a subject or may invite students to respond freely to what they are reading and doing in class. Prompts include questions, visual stimuli, read-alouds, or situations created to stimulate thinking (Vacca, Vacca, & Mraz, 2017).

You will have a choice of two types of journals and/or a combination of both:

  • A Double Journal Entry
  • A Sketchbook

double-entry journal (DEJ) is a versatile adaptation of the response journal. As the name implies, DEJs allow students to record dual entries that are conceptually related. In ­doing so, students juxtapose their thoughts and feelings according to the prompts they are given for making the entries. To create a two-column format for a DEJ, have students divide sheets of notebook paper in half lengthwise (Vacca, Vacca, & Mraz, 2017).

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Another option for journaling is through sketchnoting and the use of a sketchbook:

As an introduction to the sketchbook, the class discusses reasons for keeping a sketchbook, which the teacher adapted from a model used by McIntosh (1991):

  • What should you include in your sketchbook? New ideas, sketches, concepts, designs, redesigns, words, notes from class, drawings to show understanding, reflections on the class, questions that you have, and new things you’ve learned.

  • When should you include entries in your sketchbook? (1) After each class; (2) anytime an insight or a design idea or question hits you; (3) anytime, so keep the sketchbook handy and visible in your work area.

  • Why should you draw and write in your sketchbook? (1) It will record your ideas you might otherwise forget; (2) it will record and note your growth; (3) it will facilitate your learning, problem solving, idea forming, research, reading, and discussion in class.

  • How should you write and draw entries in your sketchbook? You can express yourself in sketches and drawings; in single words, questions, or short phrases; in long, flowing sentences; in designs and redesigns; in diagrams, graphs, and overlays; or in colors.

  • Remember, the sketchbook is yours, and it reflects how perceptive you are with your ideas and how creative you are in your thought processes (Vacca, Vacca, & Mraz, 2017).

Sketchnoting is gaining more popularity and builds off of the sketchbook method of journaling.

Integration of information and Communication Technologies (ICT):

You will create journal entries using either a blog platform or a Google Site. If you decide to make handwritten notes or sketch, you can take pictures and upload those onto your site.

Social Media Alternative

You can also choose to take photos of your notes and post them on Twitter or Instagram.  using the #SDG hashtag https://www.instagram.com/explore/tags/sdg/?hl=en.

Twitter Example:

Instagram Example:

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Source: https://www.instagram.com/p/BvVvhxegDWD/

References:

Battelle for Kids, (n.d.). Frame for 21st Century Learning Definitions. Retrieved from http://www.battelleforkids.org/networks/p21/frameworks-resources.

Common Core State Standards Initiative. (n.d.). English Language Arts Standards » Reading: Informational Text » Grade 9-10. Retrieved from http://www.corestandards.org/ELA-Literacy/RI/9-10/

Common Core State Standards Initiative. (n.d.). High School: Statistics & Probability » Interpreting Categorical & Quantitative Data. Retrieved from http://www.corestandards.org/ELA-Literacy/RI/9-10/.

Division for Sustainable Development Goals. (n.d.). Sustainable Development Goals. Retrieved from https://sustainabledevelopment.un.org/sdgs.

GSMA LTD (2018). SDGs in Action [Mobile application software]. Retrieved from https://itunes.apple.com/gb/app/sdgs-in-action/id1152939433.

Vacca, R. T., Vacca, J.L., & Mraz, M. (2017). Content area reading:Literacy and learning across the curriculum. (12th ed.). Boston, MA: Pearson Education

World Bank Group. (2018). Atlas of Sustainable Development Goals 2018: From World Development Indicators (World Bank Atlas). World Bank Publications.

Written by Jackie Gerstein, Ed.D.

March 24, 2019 at 8:51 pm

Intentional Creativity

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Torrence, whose focus was on creativity, developed the Torrence Incubation Model of Creative Thinking (TIM) model.

As emphasized in this video, embedding creativity into the curriculum can and should be a strong component of content area teaching and learning. In other words, educators don’t need to plan to teach creativity as another part of curriculum.  Creativity is often an integral part of the practices of professionals including scientists, mathematicians, business people, artists, writers, and is an important part of their content area expertise. It follow, then, that learners should be taught in ways that help them think like a scientist . . . like an artist . . .  like a writer . . .  like a business person.

E. Paul Torrance, perhaps one of the most prominent scholars of creativity, conducted a variety of studies exploring the teaching and learning of creativity. His studies identified specific skills associated with creativity, and demonstrated success in the teaching of creativity through the Torrance Incubation Model of Creative Teaching and Learning. The Torrance Incubation Model of Creative Teaching and Learning can be applied to a lesson, unit or project. The application of TIM and the identification of a specific creativity skill is an effective way to teach creativity, without impacting the teaching of core objectives or curriculum content. TIM, has three stages: Stage One, Heighten Anticipation, is designed to adequately and mentally prepare the student (or students) for the project ahead. Torrance describes this as a ʻWarming Up Periodʼ with the following six functions, (1) Create the Desire to Know, (2) Heighten Anticipation and Expectation, (3) Get Attention, (4) Arouse Curiosity, (5) Tickle the Imagination, and (6) Give Purpose and Motivation. (Torrance Incubation Model of Creative Teaching and Learning (TIM))

Specific active methods for heightening anticipation include:

The benefits of educators being intentional with heightening anticipation include:

  • Increased engagement in and motivation for the learning activities.
  • Increased interest in content area learning; possibly stimulating new learner passions.
  • Deeper learning.
  • More generalizable skills related to creativity.

So just with a little planning, the educator can set up conditions that can significantly motivate learners and create an energized learning environment climate.

intentional-cre_23934707_d014e7d3da113c7fcd2ff7cec1fa3adc034ba9a2

 

Written by Jackie Gerstein, Ed.D.

August 20, 2017 at 3:05 pm

Beginning the School Year: It’s About the Learners Not the Content

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Too many classes, all grade levels, begin the school year with getting down to academic business – starting to cover content, discussing expectations regarding academic requirements, giving tests, and other academic information provided by the teacher to the students in a mostly one-way communication.  The human or social element is often disregarded.

I believe that all classes should begin with focusing on having the students make connections between themselves and the educator; and between one another.  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.  Beginning class with a focus on connections rather than content gives learners the following messages:

  • You are the focus of the class not me.
  • You are important as a learner in this class.
  • You will be expected to engage in the learning activities during class time.  You will be an active learner.
  • You will be expected to do collaborative learning during the class time.
  • I, as the class facilitator, will be just that – a facilitator.  I will introduce the learning activities, but you will be responsible for the actual learning.
  • I will get to know you as a learner and try to help you find learning activities that are of interest to you. (From my post: Beginning the School Year: It’s About Connections Not Content)

Two things that I believe needs to occur at the beginning of the schools year:

  1. Get to know the learners – as individuals with unique backgrounds, interests, strengths, weaknesses.
  2. Establish a learning community where all learners are seen as having value in our classroom

Getting to Know Learners

One of our primary goals at the beginning of the school year is to get to know our students. This is important for several reasons. First, the better we know our students, and the more they know we know them, the more invested they become in school. Also, a dynamic and vigorous learning environment is built on relationships. When we create strong connections with our students, we create a learning environment where risk-taking and collaborative learning can take place. Finally, the better we know our students, the better we can help craft learning experiences that match who they are. Knowing our students is fundamental to real differentiation. (6 Strategies For Getting To Know Your Students)

This coming school year I am working with gifted elementary students. To support those messages I discussed above, I am going to have them do the following Hyperdoc starting with our first meeting together.

Using a Hyperdoc such as this has the additional benefits:

  • It leverages the use of technology which consistently is of high interest, high engagement for my learners.
  • It is a Choice Board.  Choice Boards:
  • It supports several of the new ISTE NETS for Students:
    • Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
    • Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
    • Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
    • 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. (https://www.iste.org/standards/standards/for-students)

Building a Learning Community

Community building activities are important in my classroom. It begins the first week of school and continues throughout the entire school year.

The intentional building and supporting of friendships is a cornerstone of a caring school community. Providing frequent opportunities for students to be in close proximity to others is not always enough to enable them to build a net­work of friends and feel connected to the classroom and the wider school com­munity. Careful classroom management and planning of student-student and student-teacher interactions, together with appropriate instructional strategies, can have a positive impact on social relationships and lead to the development of a support system that will enhance students’ learning in all curriculum areas. (Why create positive classroom communities?)

A growing body of research confirms the benefits of building a sense of community in school. Students in schools with a strong sense of community are more likely to be academically motivated (Solomon, Battistich, Watson, Schaps, & Lewis, 2000); to act ethically and altruistically (Schaps, Battistich, & Solomon, 1997); to develop social and emotional competencies (Solomon et al., 2000); and to avoid a number of problem behaviors, including drug use and violence (Resnick et al., 1997). (Creating a School Community)

I’ve written several blog posts about team building activities I’ve used with my elementary students and will use again with them as (1) they really like the activities, and (2) there is almost always more to learn even in repeat activities.

STEM Activities That Support

Since my gifted classes have a strong focus on STEM, STEAM, and Maker Education, my learners will be asked to do several of the following team building activities:

Team Building Activities That Support Maker Education, STEM, and STEAM 

teambuilding

Team Building Activities

Other team building activities can be found within the following resources:

As a parting shot, I’d like to mention that some teachers believe they do not have the time to do activities such as these. To that, I counter with several arguments for their use:

  • Getting to know the students and building a community often act as a form of prevention for behavioral management problems. When learners have trust in their teacher, their peers, and the environment, they become more engaged and less likely to “act up.” This form of prevention actually saves time in that the educator doesn’t have to deal with misbehavior.
  • School should be lots more than just the transmittance of content. It should include social emotional life skills that will assist learners in navigating in their worlds outside of school now and in their futures.

 

Written by Jackie Gerstein, Ed.D.

August 9, 2017 at 12:38 am

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