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Posts Tagged ‘educational technology

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

Documenting and Reflecting on Learning

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I am a strong proponent of encouraging learners of all ages to engage in reflective practice.

Learners do not just receive information only at the time it is given; they absorb information in many different ways, often after the fact, through reflection. The most powerful learning often happens when students self-monitor, or reflect. Students may not always be aware of what they are learning and experiencing. Teachers must raise students’ consciousness about underlying concepts and about their own reactions to these concepts. ETE Team

Documenting Learning

Silvia Tolisano sees documenting learning as:

  • a process of intentional documenting serves a metacognitive purpose
  • a creative multimedia expression (oral, visual, textual)
  • a component of reflective practice
  • taking ownership of one’s learning
  • a memory aid
  • curation
  • being open for feedback  (Documenting FOR Learning)

http://langwitches.org/blog/2014/07/01/documenting-for-learning/

Blogging as a Form of Documenting Learning and Reflection

I find blogging to be a one of the most powerful ways to documenting learning and engage in reflective practice.

Blogging has its own unique benefits as Sylvia Duckworth’s Sketchnote summarizes:

Top-10-Reasons-for-Students-to-Blog-Sylvia-Duckworth-CC-BY-flickr

Experiential, STEM, STEAM, and maker education are the focus of my gifted education classes. The learners in my gifted education classes have access to Chromebooks.  Having learners take pictures of their artifacts and describing what they did is a standard practice in my classes.

Sometimes I list vocabulary words I ask learners to include in their blogs. For example, for a design challenge, I asked learners to include the following vocabulary:

  • design thinking
  • communicate
  • empathy
  • tolerance

Here are some example blog posts from 6th grade students:

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Blogging, as opposed to keeping a hand-written journal of classroom experiences, has unique advantages in my classroom:

  • Learners can easily include photos of their work.
  • Work is easily reviewed and edited for errors.
  • Learners’ classmates can easily view and comment on one another’s work.
  • Blogging acts as a formative assessment whereby I, as the educator, get an opportunity to learn what elements of the projects were significant for my learners.

A Picture Tells So Many Stories

Because my classroom activities are high engagement, learners become totally immersed in the activities. They aren’t interested in taking photos during the activities. Also due to the student-centric nature of the learning activities, my role becomes that of facilitator walking through the classroom and visiting with individual groups of students to find out what they are doing, answer questions, give feedback. This guide-on-the-side role allows me to take lots of photos of the students. In essence, then, I become the official photography documenting student learner so they and their parents have an archive of the school year’s activity. We review these photos throughout the school year as a form of reflection. It’s fun to hear the learner comments exclaiming joy and amazement in what they learned earlier in the school year.

Here are links to photos I took for my two gifted classes and posted to a shared folder on Google Photos during the 2016-17 school year:

A Final Reflection

As a way to wrap-up the school year, learners should be given the opportunity to review their work from the past school year. For my learners, I asked them to look through all of the photos I took and the blog posts they wrote and choose between 5 and 10 of their most favorite and best projects. (It was great listening them express their delight in reviewing all of the projects they completed during the school year.) After selecting these, learners were asked to create a presentation of their chosen works using one of the following options:

They then presented their work to their peers and a group of adults: parents, school officials, visitors to the school.

A few afterthoughts about this final activity:

  • Throughout the school year, learners were asked to present their learning in front audiences. One of the students has a dual diagnosis – gifted and Asperger’s. This student wouldn’t even talk to the group at the beginning of the year. Loved the confidence shown during the final presentation.
  • The final presentations gave me, as the educator, a type of program evaluation where I got the opportunity to learn the most significant classroom projects from my learners’ perspectives.

Written by Jackie Gerstein, Ed.D.

May 21, 2017 at 5:42 pm

Halloween Wars: An Interdisciplinary Lesson with a STEM, STEAM, Maker Education Focus

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For Halloween 2016, I did a version of Halloween Wars (a Food Network show) with my two classes of gifted elementary learners. I am sharing this lesson through my blog post as it reinforces how I approach lesson planning and teaching.

Background Information

Principles that drive my instructional approach. regardless of theme, include:

  • Instructional challenges are hands-on and naturally engaging for learners.
  • There is a game-like atmosphere. There are elements of play, leveling up, and a sense of mastery or achievement during the instructional activities.
  • The challenges are designed to be novel and create excitement and joy for learners.
  • There is a healthy competition where the kids have to compete against one another.
  • Learners don’t need to be graded about their performances as built-in consequences are natural.
  • There is a natural building of social emotional skills – tolerance for frustration, expression of needs, working as a team.
  • Lessons are interdisciplinary (like life) where multiple, cross-curricular content areas are integrated into the instructional activities.

These have been further discussed in A Model of Good Teaching?

goodteaching

Halloween Wars Lesson

For this Halloween Wars lesson, the goals included the following:

  • To work in a small group to create a Halloween scene using food items, cooked goods, LED lights, and miscellaneous materials.
  • To work as a small group to craft a story about their scene.
  • To introduce and reinforce ideas, concepts, and skills associated with maker education, STEM, and STEM.

Standards addressed during this lesson included:

  • Generate and conceptualize artistic ideas and work. (National Core Arts Standards)
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal; and assume shared responsibility for collaborative work, and value the individual contributions made by each team member. (21st Century Skills)
  • Apply scientific ideas to design, test,and refine a device that converts energy from one form to another. (Next Generation Science Standards)
  • Solve problems involving measurement and conversion of measurements. (CCSS.Math)
  • 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)
  • Publish or present content that customizes the message and medium for their intended audiences. (ISTE NETS for Students)

Time Frame: 3 to 4 hours

Procedures:

  • Learners were introduced to the lesson through the following presentation –

  • Learners were split into groups of 3 or 4 members, shown their materials, asked to come up with a team name, and sketch their designs.

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  • In their small groups, learners needed to work together cooperatively to make their display scenes using the materials provided.

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  • Learners made sugar cookies using a recipe projected on the Smartboard. They were asked to cut the recipe in half reinforcing math skills.

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  • LED lights, which learners connected to coin batteries, were placed decorated ping-pong balls and their carved pumpkin.

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  • Finally, learners, in their small groups, worked together on a shared Google doc to compose their story. The story was displayed on the Smartboard and read aloud. One member made editing changes to grammar and spelling based on suggestions by their classmates. (This strategy is further discussed in Teaching Grammar in Context.) Here is one student group’s example:

Written by Jackie Gerstein, Ed.D.

October 31, 2016 at 12:11 am

Doing Things at School That Can’t Be Done At Home

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Many kids and teens are spending a lot of their time doing solitary screen-related activities. This most often occurs at home with their own devices.

We are also living in an age where practically any and all content can be found via the Internet. The educator is no longer the gatekeeper to information. Internet resources can present and teach content better than a lecturing educator. Videos, demonstrations, and interactive websites and simulations are often more interesting, exciting, and engaging than teachers’ lectures . . . and the kids know it!

So what, then, becomes the purpose of school? School should be about doing things that aren’t or can’t be done at the students’ own homes. These things should be about interaction . . . interaction with other humans . . . interaction with the material and physical world.

schoolinteractions.jpg

Interacting with Adult Educators

The first type of human interactions includes those with adult educators and mentors. The key here is that they are interactions not an adult teacher talking at nor lecturing the learner. It involves building relationships with learners, engaging in coaching and mentoring functions, and modeling learning how to learn.

Educator as a Coach and Mentor

Coaching in the classroom environment is defined as working with students to develop their self-awareness and capacity for self-discovery, while motivating them to begin a process of continuous learning and development. Three key elements of the role of the teacher as coach are: relationship building, increasing students’ self-discovery and self-knowledge through co-inquiry, and combining theory with practice via a pragmatic orientation. (The Teacher As Coach Approach)

Educator as a Lead or Model Learning

I have written before about the educator as a model and lead learner:

The educator’s role has or should change in this age of information abundance or Education 2.0-3.0. The educator’s role has always been to model and demonstrate effective learning, but somewhere along the line, the major role of the educator became that of content and knowledge disseminator. Now in this information age content is freely and abundantly available, it is more important than ever to assist learners in the process of how to learn. (Educator as Model Learner)

Interacting with Peers

The second type of human interaction is that with peers. Human beings are social and naturally learn from one another, so the idea of preventing discourse between peers counters how people learn in the real world. Peer interactions don’t necessarily have to be learners of the same age. It could be people of similar abilities and/or interests. Face-to-face interactions within the school setting has a number of benefits.

Throughout childhood and adolescence, peer interaction is essential for language, cognitive, and social development. There are aspects of learning that happen best during peer interactions, rather than interactions with adults. Children acquire language and vocabulary during interactions with others. They learn how to argue, negotiate, and persuade. Fostering Social Interaction

Classes where students have opportunities to communicate with each other help students effectively construct their knowledge. By emphasizing the collaborative and cooperative nature of classwork, students share responsibility for learning with each other, discuss divergent understandings, and shape the direction of the class. (Student-Student Classroom Interaction)

Interacting with Materials and the Physical World

Interacting with materials in the physical world is another interactive element that should be integrated as standard practice in face-to-face education. The quality of interacting with materials should be considered. It needs to go beyond using manipulatives in predetermined ways. Material interaction should be open ended, allowing for learner experimentation and self-discovery. I recently learned about The Theory of Loose Parts:

In 1972, architect Simon Nicholson developed the Theory of Loose Parts; the idea that loose parts, materials which can be moved around, designed and redesigned, and tinkered with; create infinitely more opportunities for creative engagement than static materials and environments. Basically, the more materials there are the more people can interact. (The Theory of Loose Parts)

The loose parts theory suggests that when [learners] are given a wide range of materials that have no defined purpose, they will be more inventive in their play and have infinite play opportunities manipulating them in ever-changing ways that their imaginations devise. The more flexible the environment, the greater the level of creativity and inventiveness is expressed. (Loose Parts)

Here is Nicholson’s 1972 paper about The Theory of Loose Parts – 1204-5117-1-PB

Using loose parts for unique and personalized interactions support playful learning:

Playful learning is using play activities to immerse ourselves and learn, either on our own or with others in a space we feel safe.  Play helps us go back to who we really are as human beings, full of life, curiosity and wonder. Creatures who are not afraid to be different, even silly at times and ready to try different things. In playful learning it’s ok to make mistakes when experimenting with new ideas, when challenging ourselves and others and doing things we normally wouldn’t do – which can lead us to surprising discoveries.

The resources we use might be low tech, such as everyday objects, games and materials, or high tech, such as specific software tools, social or mobile media and mobile apps. Often we don’t need anything and play happens based on pure imagination and we become play resources ourselves. (The Rise of Playful Learning)

I believe that the reason for the popularity of maker education is due to both educators’ and learners’ need for playful learning with loose parts.

The Role of Technology in the Interactive Environment

Because of the ubiquitous nature of technology, I do believe it should be integrated into school-based learning activities but not in the often passive and isolated ways that it is typically used by many folks. Technology can and should be used to reinforce and supplement the interactive activities – looking things up to support their interactive learning ventures, requesting advice and expertise via social networks, documenting their learning, and communicating directly with experts and peers via Skype and Google Hangouts.

Written by Jackie Gerstein, Ed.D.

February 29, 2016 at 12:39 am

Why Social Media Education Is Needed In Schools

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Social media is an intimate part of a large majority of tweens’ and teens’ lives. The following graphs about teens’ social media use come from Pew Research’s Teens, Social Media & Technology Overview 2015:

Presentation1

For young people, social media is not an add-on nor an extracurricular activity. Social media is like eating, bathing, talking. It is intertwined in everything they do. It is a part of their identity . . .

As teens, my peers and I feel the constant need to stay connected to everyone around us, and the main way of doing this is through apps like Instagram and Facebook. But social-media platforms have gotten so addictive that they slowly direct students’ attention away from schoolwork and toward the screen. When you’re in middle and high school, a lot depends on your status in social media. Where you fit into the large, seemingly mysterious network of school cliques is directly related to how many followers or friends you have online and how many “likes” you get on your social-media accounts. Getting a large amount of likes on a photo posted on Instagram or Facebook secures your status. It makes you feel important, popular, and well liked. Once students have a certain number of followers or likes, it’s easier for them to feel they have control or power socially. Someone who’s “popular” on social media can be incredibly intimidating. What they say goes. (My Favorite Teachers Use Social Media: A Student Perspective)

Some recent research shows some negative, even dire consequences of social media interactions on teens. There are some unique challenges for female teens on social media.

Perhaps the most problematic effect of social media is the fierce emphasis on physical appearance. “For many girls, the pressure to be considered ‘hot’ is felt on a nearly continual basis online,” writes Sales. “No one cares about being smart anymore. If you’re beautiful, everyone will love you.” What it all adds up to is summarized by a 16-year-old in Los Angeles: “Social media is destroying our lives.” “Then why not quit?” asks Sales. “Because then we would have no life,” replies another girl. (‘American Girls’ review: Nancy Jo Sales on social media’s effects)

There are parallels between sex education and social media education. Just say no doesn’t work for sex education as just don’t do it on social media won’t work for teens. Some may argue that social media education should be the role of parents. I agree but the problem is that parents may not know all of the ins and outs that exist with the continually evolving and changing world of social media.  As such, social media education should and does fall on the shoulders of educators. One of the goals for education is to provide students with skills for living their lives safely and productively now and in the future. This is in line with driver’s education, home economics, and other skills based classes where the intent is to teach teens skills for being safer in their everyday life. We know that teens and driving can be dangerous. Instead of banning it in schools, we attempt to teach them proper and safe driving practices . . . and driver’s education isn’t just talking about safe driving practices. The same is true with just being a talking head about social media. It needs to be modeled and used in the classroom so students get to experience “proper” social media uses.

We need to teach students about how to properly use and leverage social media. For many very good reasons, social media has been given a bad rap in the past few years. There have been far too many cases of cyberbullying with tragic results. However, social media is not going to go away. It is here to stay and we as educators have a responsibility to teach students how to use it properly. Instead of banning it from our classrooms, we need to embrace it and model the many great ways that it can be used. (Sylvia Duckworth in https://www.ic.gc.ca/eic/site/pmate-ppmee.nsf/eng/wz02162.html)

Maybe it’s a pie in the sky dream filled with sparkles, rainbows, and unicorns to wish for the development of a national social media curriculum using concrete and relevant real world examples, but what we don’t need is more student guidelines written by school systems and parents who throw their hands up in the air and say they don’t know how to use social media. (Why We Need Social Media Curriculum in Schools)

Here are is a Scoop.it of aggregated resources to help with social media education: http://www.scoop.it/t/social-media-use-in-education

Written by Jackie Gerstein, Ed.D.

February 25, 2016 at 10:46 pm

A Class on Coding and Bots

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Thinglink of Resources: https://www.thinglink.com/scene/753039991126360065

I have been asked to return to teach summer enrichment classes on maker education for elementary-aged learners at a local school during the summer of 2016. One of the new classes I am designing is called Coding and Bots. It is a week long (5 days) class that will meet for 2.5 hours each morning. The description is:

Learn how to code first by playing games and then by coding some bots including Sphero, Ollie, mBot, OZOBOT, and Dash and Dot. All ages are welcome but the child should have basic symbol recognition/reading skills.

Two things to note about this class are, first, I learned last summer not to underestimate the learning potential of very young kids. These classes are mixed ages ranging from 4 to 10 year old kids. For most of the maker education activities, the very young ones could perform them, sometimes better than the older kids. Second, I am a strong proponent of hands on activities. Although I like the use of iPads and computers, I want elementary aged students to have to directly interact with materials. As such, I am designing Coding and Bots to include using their bodies and manipulating objects. This translates into having all activities include the use of objects and materials excluding and in conjunction with the iPad – not just using the iPad and online apps/tools to learn to code. The activities I plan to do follow:

Warm-Ups: Human Robots

Coding the Cups

Adapted from this Tinkersmith Activity, learners use symbols and plastic cups to act as robots using the coded symbols to build and manipulate a cup stack. Each small group of 2 to 4 learners gets 18 to 24 plastic cups and a set of symbol cards (a few sets of the template below):

cupstack

The cups are lined up on two levels. Each player, one at a time, picks and flips over one of the symbol cards and does the action stated on the card with the cups. In doing their movements, players need to insure that their selected cup is in contact with at least one other cup as part of their action. A player is “out” if s/he knocks over the cup/cups. The winner is the last player who places a cup without knocking any over. To increase the challenge, have learners play the game with just the symbols during second or third round of the game.

Kodable fuzzFamily Frenzy

Learners create a simple obstacle course where they “program” a partner to complete it using the code key below. Once they have written their code their partner must follow instructions to complete the course.

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An Outdoor Treasure Hunt Through Codes

The educator sets up a Treasure Hunt outdoors for the learners to solve using coding clues provided by the educator. The coding clues are based on the following legend:

treasurehunt symbols

The pre-activity set-up includes setting up clues around the outdoor learning environment that lead from landmark to landmark and finally to a treasure (a treat or prize of some kind) along with the coding clues to get to each of the landmarks. Several routes might have to be set up if working with a larger group. I recommend no more than 3 or 4 per group. Learners are given the first clue, a series of the coding symbols that lead to the first landmark. An example might look like:

treasurehunt example

When they arrive at that landmark, they will find another clue, another series of coding symbols that lead to the next landmark and so on until they arrive at the last landmark that contains their treasure.

As a follow-up, learners will be separated into smaller groups to set up a treasure hunt for the other groups using the same legend of coding symbols.

This activity was adapted from Kodable’s Fuzz Family activity.

Superhero Coding for Kids

Use basic programming ideas to help Batman avoid the bad guys and get the jewels! You have to get him to move on the right path around the obstacles using basic programming commands.  The directions for this game can be found at http://littlebinsforlittlehands.com/superhero-computer-coding-game-without-a-computer/

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Board + Manipulative Games

Robot Turtles Game

Learners will play the Robot Turtles Board Game. Robot Turtles is the a board game that teaches coding skills to kids as young as four, and the only screen-free resource for this pivotal age group. Read more at http://thinkfun.com/media-center/robot-turtles/.

Liz Engel Greaser designed an extension to this game but having her learners create their own Robots Turtle Games – see Extensions for Robot Turtles for the how-tos.

Coding Monkey Island

Learners will also play the Code Monkey Island. Its description is:

Code Monkey Island, the board game designed to teach players of all ages computer science logic! As the wise leader of your own tribe of monkeys, it’s up to you to guide all three of your monkeys safely around the board and into the banana grove. You’ll have to use concepts like conditional statements, looping, booleans, assignment operators and more to earn moves for your monkeys, dodge quicksand traps, and score some delicious fruit along the way!

Code Master

In Code Master, your Avatar travels to an exotic world in search of power Crystals. Along the way, you use programming logic to navigate the Map. Think carefully, in each level, only one specific sequence of actions will lead to success. Once you collect all the Crystals and land at the Portal, you win! (http://thinkfun.com/products/code-master/)

Osmo Coding

Osmo Coding begins with an assortment of modular magnetic blocks. You snap together numbered blocks along with commands such as “run,” “jump,” and “grab,” as you guide a tiny monster named Awbie on his eternal quest for more strawberries. https://www.playosmo.com/en/coding/)

Bots and Coding

Finally. the learners will move into coding the bots: Sphero, Dash and Bot, and Ozobot.

Sphero and Ollie

Learners will code their Spheros and Ollies using the Tynker app.

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MESH tags

MESH are wireless electronic tags shaped like blocks and each of them has different function. When you connect them together by using MESH app, your ‘what if’ ideas come to life. There is no need for knowledge of electronics or programming. Creating an IoT (internet of things) system will be very simple with MESH. http://meshprj.com/en/

Dash and Dot

Children ages 5 and up learn the foundations of problem solving and computer programming as they have fun with Dash & Dot.  Dash Dash is an explorer who zips around the room, getting into mischief along the way. Using sensors, Dash can detect objects in front and behind, hear where you are, and see where Dot is. This robot has quite the personality and becomes more capable as you program and play. Introducing Dot Dot is a puppet master who instigates the adventures that Dash goes on. When you toss, shake, or pick Dot up, Dot sends a signal telling Dash what to do. Dot can also tell stories using lights, sounds, and eye expressions.

Lesson plans for Dot and Dash can be found at https://teachers.makewonder.com/lessons.

OZOBOT

OZOBOT is an award winning smart robot, designed to teach kids & techies alike about robotics, programming & coding.

Ozoblocky is the programming language. The editor can be found at http://ozoblockly.com/editor

OZOBOT  lesson plans can be found at http://ozobot.com/play and http://portal.ozobot.com/lessons.

Codebug

CodeBug is a cute, programmable and wearable device designed to introduce simple programming and electronic concepts to anyone, at any age. CodeBug can display graphics and text, has touch sensitive inputs and you can power it with a watch battery. It is easy to program CodeBug using the online interface, which features colourful drag and drop blocks, an in-browser emulator and engaging community features. Create your own games, clothes, robots or any other wacky inventions you have in mind! (http://www.codebug.org.uk/whatiscodebug/)

Codebug lesson plans can be found at http://www.codebug.org.uk/learn/activity/ and http://www.codebug.org.uk/explore/codebug/

Extras – Build a Bot

Kamigamirobot

Resources:

The O Watch

Resources:

Questions to Ask Oneself While Designing Learning Activities

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I absolutely love planning lessons from scratch.  I just got a job teaching technology units for a summer camp for elementary age students. I can design and teach whatever I want – planning for a different theme each week. Some of the themes I am planning are: Expanding and Showing Your Personal Interests Through Blogging, Photos, and Videos; Coding and Creating Online Games; Tinkering and Making – Simple Robotics; Hacking Your Notebook; and Creating Online Comics, Newspapers, and Magazines.  I have begun the process of planning these classes through reflecting on what the lessons will look like.  Here are some questions I ask myself as I go through this process:

  • Will the learning activities provide learners with opportunities to tap into their own personal interests and passions?
  • Will the learning activities offer the learners the chance to put them “selves” into their work?
  • Will the learning activities provide learners with opportunities to express themselves using their own authentic voices?
  • Will the learners find the learning activities engaging? interesting? relevant? useful?
  • What “cool” technologies can be used to help meet both the instructional and the learners’ goals?
  • Will the learning activities provide learners with opportunities to have fun and to play?
  • Will learners be able to do at least some of the work independently?
  • Will the learning activities give all of the learners opportunities to shine?
  • Will the learners get the chance to share their work with other learners, with a more global audience?

lesson reflection

Written by Jackie Gerstein, Ed.D.

January 31, 2015 at 11:31 pm

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