User Generated Education

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Posts Tagged ‘Experiential Education

The Magic of Making: The Human Need to Create

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Recently I had the privilege of facilitating two half day workshops entitled, A Framework for Maker Education. The workshop including several mini-sessions of participants creating their own maker projects (Paper Circuits, Squishy Circuits, Gami-Bots, Brush bots, and micro:bit projects). What struck me most during these creating sessions was the high degree of energy, excitement, and joy in the room – it was palatable – with 100% participant engagement. As evidence, see the photos below:

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The conclusion I came up with for this energy and engagement was that the human need to create is innate; and that too many people, starting during their childhood public education, stop creating. When they were given the opportunity, permission/invitation, materials, and methods, they fully embraced making and creating.

I believe that educators can be intentional in setting up environments where learners’ propensity to create flourishes. Some elements that can assist with this kind of unbridled making and creating include:

  • Open ended projects that promote self-directed differentiation and personalization.
  • Choice of projects, methods, materials.
  • Some structure but lots of room for a personal touch; lots of room for creativity.
  • Educators letting go of expectations what the final project should look like.
  • Focus on the processes of learning.
  • Focus on the social emotional aspects of learning – collaboration, persistence, acceptance of failure.
  • Acceptance of a learner’s projects based on their own criteria of excellence rather than of the educator’s.
  • Reflection is built into the process so learners can revisit their projects with a critical eye.

Conditions for Creating

Open ended projects that promote self-directed differentiation and personalization

Open ended projects equal lots of options for what the learners can make. So given similar materials and methods, each learner is able to create a project based on his or her own interests and skills. For example, during the workshop, learners were instructed how to make a simple paper circuit but then transformed that paper circuit into a personalized art piece as can be seem in the images above.

Open ended projects permit each student to naturally and instinctively to work at or slightly above his or her ability level.  One of results or consequences of providing such activities is an increase in learner engagement, excitement, and motivation. Open ended learning activities permit and encourage learners to bring their “selves” into the work. They become agents of their own learning. Because of this freedom, they often shine as true selves come through. Learners often surprise both the educator and themselves with what they produce and create. It becomes passion-based learning.  Not only do the activities become self-differentiated, they become personalized. (Natural Differentiation and Personalization Through Open Ended Learning Activities)

Choice matters

Choice in the maker education environment can include a choice of projects; a choice of materials; and a choice of methods. During the maker education workshop, learning stations were set up from which the learners could choose: more advanced paper circuits, Gami-bots, bristlebots, Squishy Circuits, and micro:bit projects. Not only were the learners able to choose which projects they wanted to create, but these projects offered them the option to add their own personal touches.

Learning that incorporates student choice provides a pathway for students to fully, genuinely invest themselves in quality work that matters. Participating in learning design allows students to make meaning of content on their own terms. Education works when people have opportunities to find and develop unaccessed or unknown voices and skills. Audre Lorde poignantly describes this “transformation of silence into language and action [as] an act of self-revelation.” Opportunities for flexibility and choice assist learners in finding passion, voice, and revelation through their work. (Student Choice Leads to Student Voice)

Some structure but lots of room for a personal touch; lots of room for creativity.

Learners, during these workshops, were provided with foundational skills for making the projects through direct instruction, videos, handouts that could then be used as springboards for their own creativity. Maker activities such as these were new to these learners; scaffolding was needed in order for them to develop the foundational skills which in turn increased their creativity.

Direct instruction is provided through structured and prescribed activities with the goal of learners then being able to eventually go into self-determined directions. There has been some criticism leveraged against out-of-the-box maker education kits, programmable robots, and step-by-step maker activities. My contention is that learners often don’t know what they don’t know; and that giving them the basic skills frees them to then use their creativity and innovation to take these tools into self-determined directions. (Scaffolding Maker Education Learning Experiences)

Educators letting go of expectations what the final project should look like.

In Focusing on the Process: Letting Go of Product Expectations , I discussed the following:

To truly focus on the process rather than products of learning, the educator needs to let go of expectations about the specific products that should be produced by the students. There are expectations regarding some of the processes in which learners should engage (e.g., divergent thinking, questioning, researching, creating, innovating) but the educator lets go of the pictures in her or his mind about what the products should look like.

The benefits for learners when the educator lets go of final product expections include:

  • They are not limited by my expectations nor the expectations of a lesson or assessment developed by an outside entity (e.g., textbook or testing company).
  • Their engagement, motivation, curiosity, and excitement increase.
  • They learn to tolerate and then embrace ambiguity.
  • They learn skills such as self-directed learning, taking initiative, locating resources, asking for help that can be transferred to all learning endeavors.
  • It reflects and models how learning occurs outside of school.
  • There is an increased investment and pride in their work.
  • They develop both a sense of confidence and a sense of competence.

Focus on the processes of learning.

When educators let go of expectations of what the products should be, which I believe is especially important in a maker education environment, the focus becomes on the processes of learning.

Focusing on the learning process emphasizes the students’ responsibility in the learning-teaching interaction. It both enables and encourages students to engage in their own learning. This engagement helps both students and teachers to build learning up from standards and to achieve competencies needed in our modern world. (Is Learning a Product or Process – part 2 )

Accept a learners’ projects based on their own criteria of excellence rather than of the educator’s criteria.

When the educator lets go of expectations of the final product, the learner develops his or his criteria of success.2018-03-05_0657 During one of my maker education workshops, one of the participants finished the basics of the introductory LED paper circuit activity. While the other participants were adding their artistic slants, J. sat there with her simple paper projectseemingly satisfied with her project. I went over to talk to her. She said that she was finished, and I said back to her, “That’s fine. You don’t have to do any embellishments if you choose not to.” She later told me of a second grade teacher who criticized her art (yikes – that teacher should have been fired). J. told me later that this acceptance of where she was at actually became encouragement for her to take some risks for later projects in the workshop. Her reflective piece included the following:

I learned a lot about myself about how I actually had been discouraged till now to try any kind of artsy or crafty projects, however, with encouragements from partners and Jackie, I was encouraged to go further and do/attempt additional Maker projects/products.

Focus on the social emotional aspects of learning – collaboration, persistence, acceptance of failure.

When the maker activities are open ended and process-oriented, social-emotional skills such as collaboration, acceptance of failure, and persistence naturally emerge.

Self-Awareness: Making in all its forms requires a full range of skills including cognitive, physical, and affective skills. Given this need for multiple and diverse skill set, effective and successful making comes from an accurate assessment of one’s strengths and limitations as well as having optimism and confidence that challenges can be overcome within the making process.

Self-Management: Making, especially making something new, often includes developing goals on the fly, revising those goals, and managing frustrations as the maker works through and learns new skills, processes, and knowledge related to that make.

Relationship skills: The power of being a maker is amplified when one works collaboratively on projects, gets help from others, and shares findings with others. (Maker Education and Social-Emotional Development)

The educator in this context plants the seeds of social emotional learning (SEL) through the use of language of SEL and strategic questioning such as:

  • What processes are you using to develop, assess, and revise your goals while making?
  • What strategies are you using to manage any frustrations or failures that are occurring during making your project?
  • How your using others to help you with your project?
  • How are you collaborating with your peers?
  • Are you asking for help if and when you get stuck making your project?
  • How are you sharing my ideas with others?

Here are some of the reflective comments by my workshop participants related to their social emotional learning:

This was the first time I had experimented with making electrical circuits and we tried some fun activities that I hope to apply in my classroom. In the first activity I learned that having a creative context or backstory to the work was motivating and helped me to extend myself beyond the basic task. In the final activity I found I was able to respond to a problem, persevere and create an original solution while maintaining the integrity of my design.

We were able to learn that in order to succeed we must try and try again. At times it was frustrating but we were able to collaborate between the team and find solutions and were able to solve the problems we faced.

Today I was reminded of the power of learning environments which invite creative, collaborative thinking  – curated with a variety of flexible materials which offer endless possibilities and room for all people to enter into play.

Reflection is built into the process so learners can revisit their projects with a critical eye.

Insuring that a reflective piece is included in the maker education process assists learners in developing their own criteria of excellence and evaluating their performance based on this criteria. The reflection process is as or even more important as the making itself. John Dewey famously stated, “We don’t learn from experience . . . we learn from reflecting on experience.” Reflection can be a form of making in itself. Participants, during my workshops, were given the option to reflect on their learning using online tools such as word clouds, video creators, audio pieces, photo essays, online storybooks. What follows is a sampling of reflections from my maker education workshops. I used Google Slides so all reflections are aggregated in one location for access by all participants to later review and examine them:

 

Focusing on the Process: Letting Go of Product Expectations

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I am a process-oriented educator. I focus on how to learn rather than what to learn. I’ve addressed this in Freedom to Learn:

freedom-to-learn

In order to facilitate these desired elements of learning, I believe it is important to focus on the process of learning rather than the products of learning.

When learning is viewed as a product, and the same performance measure applies to all students, learning facilitation can be reduced to cookie-cutter teaching: same pieces of information and instruction are seen sufficient for all students. In a product-centered learning environment emphasis is often in doing activities – worksheets, charts, pre-designed projects – that are either teacher-made or provided by the publisher of the curriculum. The important part of completing these products is getting them right because these products are usually graded! Skilled and obedient students comply with these requests and try hard to get their tasks done right, yet there are many students who just leave them undone.

What about viewing learning as a process? Because students begin their daily/weekly/yearly learning from different levels of knowledge and understanding, they also will end up in different competency levels. And that is okay, honestly. We are not clones. Students shouldn’t be treated like ones. When learning is understood primarily as a process of acquisition and elaboration of information, the natural consequences in the classroom are ongoing differentiation and individualization. Approaching learning as an individual process helps us refocus learning and teaching: the student is in the nexus of her/his own learning, (Is Learning a Product or a Process?)

The following principles from Rogers’ Freedom to Learn are directly addressed when the process of learning becomes the intent of instructional practices:

Much significant learning is acquired through doing. “Placing the student in direct experiential confrontation with practical problems, social problems, ethical and philosophical problems, personal issues, and research problems, is one of the most effective modes of promoting learning” (p. 162).

Learning is facilitated when the student participates responsibly in the learning process. “When he chooses his own directions, helps to discover his own learning resources, formulates his own problems, decides his own course of action, lives with the consequences of these choices, then significant learning is maximized” (p. 162).

The most socially useful learning in the modern world is the learning of the process of learning, a continuing openness to experience and incorporation into oneself of the process of change. If our present culture survives, it will be because we have been able to develop individuals for whom change is the central fact of life and who have been able to live comfortably with this central fact. They will instead have the comfortable expectation that it will be continuously necessary to incorporate new and challenging learnings about ever-changing situations. (pp. 163-164)

Weibell, C. J. (2011). Principles of learning: 7 principles to guide personalized, student-centered learning in the technology-enhanced, blended learning environment. Retrieved from https://principlesoflearning.wordpress.com.

To truly focus on the process rather than products of learning, the educator needs to let go of expectations about the specific products that should be produced by the students. There are expectations regarding some of the processes in which learners should engage (e.g., divergent thinking, questioning, researching, creating, innovating) but the educator lets go of the pictures in her or his mind about what the products should look like.

The benefits for my learners include:

  • They are not limited by my expectations nor the expectations of a lesson or assessment developed by an outside entity (e.g., textbook or testing company).
  • Their engagement, motivation, curiosity, and excitement increase.
  • They learn to tolerate and then embrace ambiguity.
  • Natural differentiation and individualization result.
  • They learn skills such as self-directed learning, taking initiative, locating resources, asking for help that can be transferred to all learning endeavors.
  • It reflects and models how learning occurs outside of school.
  • There is an increased investment and pride in their work.
  • They develop both a sense of confidence and a sense of competence.

The benefits for me, as the educator, include:

  • I work hard to pre-plan process-oriented classroom activities but the learners work harder than me during class time. Students should work harder than the educator during class time.
  • I am continually surprised at and elated about what learners produce. Because of this, I get to learn from them, too. We become a learning community.
  • I get to directly observe how each individual student approaches learning tasks. This furthers my ability to plan learning tasks tailored to the learners’ unique abilities and interests.
  • I get to experience the joy with them as they accomplish a learning task on their own using their own personal abilities, intelligence, learning strategies, and struggles. This joy rarely occurs with standardized curriculum and assessments.

Here are some examples of process-oriented learning activities I have done with my students:

Written by Jackie Gerstein, Ed.D.

December 17, 2017 at 9:43 pm

Exploring Wealth Inequities: An Experiential Learning Activity

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One of the legacies I want to leave with my students (of all ages) is a desire to engage in global stewardship. For more about this see my post, Empathy and Global Stewardship: The Other 21st Century Skills.

As part of my gifted education classes, I am asking my 5th and 6th graders to choose, explore, research, and report via their own Google Sites on one or two of the 17 Global Goals found at The World’s Largest Lesson. Here is the list of global goals selected by my students:

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To supplement their online work, I am doing a series of experiential activities with them (FYI – this also supports my desire to balance technology and no technology activities, where student need to communicate and collaborate with one another without the use of devices). We began these activities with Exploring Wealth Inequalities, which I explain below.

Goals

  • Explore inequalities of wealth and better understand experiences of economic inequality.
  • To graphically demonstrate the vast differences in wealth between different areas of the world.
  • Generate ideas for action towards economic equality.

The Task

To use the supplies given to your group to create a model city.

Materials

  • Masking Tape – both for creating the boundaries and for building
  • Paper or Plastic Cups
  • Straws
  • Index Cards
  • Candy such as M&Ms, Skittles, Hersey’s Kisses.
  • Paper Bags

The Set-Up

The setting below is set up prior to the learners’ arrival.

setup

Randomly separate learners into three different groups. Bring them to their area one group at a time and explain the task.

The Wealthy Group:

The wealthy group has more area in which to work, more supplies, and bags of candy with much more than enough for each learner. The facilitator explains the task offering lots of help if they ask for it. They can leave the boundaries of their area. If they ask for more supplies or goods, the facilitator will get it for them – taking it from another group if needed. An unspoken, hidden rule is that they can offer and give any of their supplies to the lower income groups

 

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The Middle Income Group:

The middle group has everything in moderation – a moderate amount of area to work in – a moderate amount of supplies to build their city.  They each get a bag of candy with a few pieces of candy per bag. The facilitator explains the task but doesn’t offer support.

 

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The Poorest Income Group:

This group is given a taped off area in which there is very little room to move; very limited supplies; and a few pieces of candy to share among the group members. The facilitator briefly and impatiently explains the directions to build a model city with the supplies provided.

 

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Debriefing

Students are shown the following video:

. . . and then discuss the following questions:

  • Were you treated fairly?
  • What aspects of this game represented how the world’s wealth and power are distributed?
  • How did the members of the different groups feel about their situation?
  • After playing this game do you have a better understanding of the situation or attitude of poor people/nations? Of the situation or attitude of wealthy people/nations?
  • Who are the “haves” and the “have nots” in the world today? Who are the “haves” and “have nots” in our country today? In our state or community? Why?
  • Should the “haves” be concerned about the situation of the “have nots?” For what reasons? economic? moral/religious? political? Why might the “haves” give money or resources to the “have nots”? Is this a way to solve the problems of poverty?
  • What might the “have-nots” do to improve their situation? What are some actions that “have-nots” have taken around the globe and at home to address the inequalities of wealth and power?
  • Do you think there should be a redistribution of wealth and power in this country? Why or why not? If yes, how would you propose to accomplish this? What principles would guide your proposals for change?
  • Do you think there should be a redistribution of wealth and power throughout the world? Why or why not? If yes, how would you propose to accomplish this? What principles would guide your proposals for change?

(http://hrlibrary.umn.edu/edumat/hreduseries/tb1b/Section2/activity2.html)

Here are some of the comments from my students during the debrief.

 

Written by Jackie Gerstein, Ed.D.

December 2, 2017 at 5:44 pm

Scaffolding Maker Education Learning Experiences

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I often read via social media about the importance of student centered, student-driven instruction. I wholeheartedly agree. My blog post is called User-Generated Education for a reason. I also believe one of the roles of an educator, in the context of maker education, is to scaffold learning experiences so the end result is students becoming self-determined learning.

Thinking about the importance of learner autonomy and independence reminded me of my early career when I did counseling work with at-risk youth in wilderness settings, taking them on 2 to 3 week wilderness trips. We did what was called Huddle-Up Circles. Huddle-ups were called by the instructors and/or the youth participants any time a concern or problem arose. Everyone stopped what they were doing to gather in a circle to discuss the problem and generate solutions. Needless to say, the instructors were the ones who most often called and facilitated the huddle-ups at beginning of our trips.  Our goal, as instructors and counselors, was to have the young people run the huddle-ups themselves. We knew we were successful when we asked to step out of the huddle-ups by the young people because they wanted to run their own huddle-ups. During these times, we would stand outside of the huddle-up circles and silently observe their processes, only stepping in upon their request. The results not only included the development of skills and strategies for their own social-emotional development, but their success with their earned independence boosted their self-esteems.

This is how I approach facilitating maker education activities. Direct instruction is provided through structured and prescribed activities with the goal of learners then being able to eventually go into self-determined directions. There has been some criticism leveraged against out-of-the-box maker education kits, programmable robots, and step-by-step maker activities. My contention is that learners often don’t know what they don’t know; and that giving them the basic skills frees them to then use their creativity and innovation to take these tools into self-determined directions.

In response, I created and proposed Stages of Maker Education:

makeredmodel1

In my robotics and coding classes, I use Ozobot, Spheros, Dash and Dot, microbits, Scratch, to name of few. I use a full spectrum of activities starting with direct instruction associated with the Copying stage, then assisting learners to move through the Advance, Modify, and Embellish stages by providing them with examples and resources, and finally, encouraging them to move into the Create stage. Sometimes I show them examples of possibilities for the Create stage. I show such examples to spark and ignite their creative juices. Because almost all of my learners have not had the freedom to create, these examples help to get them motivated and going. Here some are examples of two ends of the spectrum – Prescribed/Copy and Create – of some of these robotic and coding activities to show how learning basic skills can lead to creative activities:

My ultimate goal is to have students drive their own learning and I want to help them learn skills to be successful in their self-determined learning.

Written by Jackie Gerstein, Ed.D.

November 19, 2017 at 8:26 pm

Qualities of Effective Educator Professional Development

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Most administrators and teachers believe in the importance and value of professional development.  Sadly, though, too many teachers believe that those mandatory, one-size-fits-all professional development sessions offered by their schools are a waste of time and money.

Randi Weingarten, president of the American Federation of Teachers, said in a statement, “Even high quality professional development must be directly relevant to the needs of teachers and genuinely improve teaching and learning.” Weingarten said. “And low-quality professional development, frankly, feels like detention.” (New Report Reveals That Teacher Professional Development Is Costly And Ineffective)

Teacher professional learning is of increasing interest as a critical way to support the increasingly complex skills students need to learn in order to succeed in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex problem solving, effective communication and collaboration, and self-direction. In turn, effective professional development (PD) is needed to help teachers learn and refine the instructional strategies required to teach these skills. However, research has noted that many professional development initiatives appear ineffective in supporting changes in teachers’ practices and student learning.(Effective Teacher Professional Development)

What follows are the general guidelines I use to plan and structure my professional development workshops. Recently, I facilitated two weekends of math instruction for elementary teachers. I use these workshops as a reference in this discussion.

  • Voluntary
  • Models Best Classroom Practices
  • Active and Hands-On
  • Fun and Engaging
  • Engages the Mind, Body, Emotions
  • Time to Tinker and Play
  • Collaboration
  • Ability to Tailor to Own Needs
  • Natural Integration of Technology
  • Reflection Built In

qualities of effective PD

Voluntary

Teacher PD needs to be voluntary.

The fact that adults are voluntary participants in the learning situation has profound implications for how learning occurs. They are generally highly motivated and primed to get the most out of the situation as possible. They will tackle tasks with enthusiasm, provided they are seen as relevant. This means that they are more likely to embrace participatory learning techniques such as discussion, role playing, small group work and the analysis of personal experiences.

The reverse side of voluntary participation by adults is that they can just as easily withdraw. Unlike the disruption that occurs when participation is mandatory, adults are likely to do one of two things. They will either quietly withdraw altogether or, if that is not really an option, they will continue to show up and do what is minimally expected of them, but will essentially become passive participants. (Principles underlying Effective Practices in Adult Education)

My weekend math workshops were offered to elementary teachers in a specific school district as a voluntary opportunity. A grant did provide them with a stipend for attending but as one of the attending teachers noted, “Even with a stipend, I wouldn’t volunteer for a weekend workshop unless I was interested in learning how to be a better teacher of math” (in this case).

Models Best Classroom Practices

First and foremost, teacher PD needs to model best classroom practices. “Curricular models and modeling of instruction provide teachers with a clear vision of what best practices look like” (Effective Teacher Professional Development). If the desire is to have educators create and implement engaging, interactive, and fun learning activities, then PD needs to be a mirror of these practices. I always believed that is is hypocritical to lecture about these best practices. It should be a process of modeling.

In order to model best classroom practices during my math workshops:

  1. I used videos, mostly from The Teaching Channel, to show elementary teachers modeling best practices in math within their own elementary classrooms.
  2. I did math activities with the teacher participants as if they were students in my elementary classroom.

Active and Hands-On

Active learning engages teachers directly in designing and trying out teaching strategies, providing them an opportunity to engage in the same style of learning they are designing for their students. Such PD uses authentic artifacts, interactive activities, and other strategies to provide deeply embedded, highly contextualized professional learning. This approach moves away from traditional learning models and environments that are lecture based and have no direct connection to teachers’ classrooms and students. (Effective Teacher Professional Development)

Other than explaining activities, showing videos and presenting some technology options, all of learning activities during the weekend workshop were hands-on and active.

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Fun and Engaging

Somewhere along the line of professional development, it became a way too serious endeavor. I believe this is a major reason why teachers don’t enjoy their professional development opportunities.

Fun has a positive effect on motivation levels, determining what we learn and how much we retain. If the learning isn’t fun, it won’t be effective. That’s not just a sneaking suspicion – it’s cold, hard, scientific fact.

  • study in the journal, College Teaching, found that students could recall a statistics lecture more easily when the lecturer added jokes about relevant topics.
  • In her book, Neurologist, Judy Willis showed how fun experiences increase levels of dopamine, endorphins, and oxygen – all things that promote learning.
  • In a study for the Journal of Vocational Behaviour, Michael Tews found that employees are more likely to try new things if their work environment is fun. (Why Fun in Learning is Important)

Regardless of age, grade, content area, one measure of success I use is the quantity of laughter and squeals of joy. I heard lots of laughter during my workshops.

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Engages the Mind, Body, Emotions

As an experiential educator and regardless of the age level I am teaching, I emphasize multi-sensory, whole person learning.

We learn best when we think, feel and do.  That’s the message of Dr. Adele Diamond, a cognitive developmental neuroscientist who currently teaches at the University of British Columbia in Canada.  We might refer to this as “whole body learning.”  According to Dr. Diamond, the executive function of the brain — the prefrontal cortex — works best when we go beyond the rational mind by also involving emotions and physical behaviors.  That makes sense since the more we involve other parts of the brain, the more neural connections we make that reinforce learning. (Brain Research: To Improve Learning, Use Whole Body)

My math workshop was not exception as activities that use the body, mind, and emotions were introduced to the participating teachers.

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Time to Tinker and Play

Teachers and librarians, like their students, need hands-on experience with tools and with playing to learn as that helps them build creative confidence. (Crafting Professional Development for Maker Educators)

Teachers, during PD, should be provided with time, resources, and materials with which to play. It sets the expectation that they will be active agents of their own learning. It gives them the message it is okay to play and experiment with the materials; that tinkering is often needed as a part of learning new skills.

Given that the nature of the workshop was hands-on and active, workshop participants were time to tinker with the resources and materials provided.

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Ability to Tailor to Own Needs

One of the justified complaints of teachers regarding their schools’ professional development is that it is often of the too generic, one-size-fits all variety. To be effective, professional develop should help teachers address their own classroom needs. Participating teachers were given lots of resources and opportunities to develop math activities specific for their grade level and students.

Integrates Collaboration

High-quality PD creates space for teachers to share ideas and collaborate in their learning, often in job-embedded contexts. By working collaboratively, teachers can create communities that positively change the culture and instruction of their entire grade level, department, school and/or district. (Effective Teacher Professional Development)

At the beginning of the workshop, participants were asked to form groups with same grade level teachers forming what I called mini-PLNs. Part of the workshop time was devoted to teachers developing materials for their own classrooms and students. During the time, the teachers could work with their mini-PLNs. They were also asked to share, throughout the weekend, the activities they discovered and developed. These sharing sessions often led to feedback and ways the activities could be modified for a variety of student populations.

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Naturally Integrates Technology

Technology use within all learning and teaching environments including professional development should be ubiquitous; it’s use should be determine by its potential to enhance and increase learning.

During my math workshop, participants used technology to:

  • Access the workshop slides.
  • Explore learning activities for the manipulatives I provided: dice, pool noodles, Legos. playing cards, beach balls.
  • Try out online math games: ABCya, Toy Theater Math, Prodigy, and Code.org.
  • Take photos of math examples in school building.

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Builds in Reflection

High-quality professional learning frequently provides built-in time for teachers to intentionally think about, receive input on, and make changes to their practice by facilitating reflection and soliciting feedback. Feedback and reflection both help teachers to thoughtfully move toward the expert visions of practice. (Effective Teacher Professional Development)

As a final reflection for the weekend, I asked participating teachers to use the following prompt to create a mini-poster of their learning. It also modeled how to use such a reflection process with their students.

. . . and here is a video recording of one of the participating teacher’s reflections:

As a parting shot, here are the slides I used during the workshop:

 

Written by Jackie Gerstein, Ed.D.

October 8, 2017 at 12:34 am

Toy Take Apart and Repurposing

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Toy take apart and hacking is a high engagement activity that works for kids of all ages, including adults who haven’t lost their sense of kid, and both genders. I have done it multiple times during my summer maker camp for elementary level kids, with my gifted elementary students, and at conferences as part of teacher professional development.

Here is a description of this activity from the tinkering studio at the Exploratorium:

Do you ever wonder what’s inside your toys? You’ll make some exciting and surprising discoveries about their inner parts when you don some safety goggles and get started dissecting your old stuffed animal, remote controlled car, or singing Santa. Use screwdrivers, seam rippers, scissors, and saws to remove your toy’s insides. Check out the mechanisms, circuit boards, computer chips, lights, and wires you find inside. Once you’ve fully dissected your toy, you can use the toy’s parts, your tools, and your imagination to create a new original plaything.  (https://tinkering.exploratorium.edu/toy-take-apart)

Standards Addressed

Toy take apart and hacking addresses a lot of cross curricular standards including:

  • Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (NGSS)
  • Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (NGSS)
  • Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (NGSS)
  • Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (ELA CCSS)
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (ELA CCSS)
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (ELA CCSS)
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts. (21st Century Skills)
  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur. (21st Century Skills)
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas. (21st Century Skills)
  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes. (21st Century Skills)
  • Solve different kinds of non-familiar problems in both conventional and innovative ways. (21st Century Skills)

Frontloading and Framing the Experience

(For background information about this idea, see Don’t Leave Learning Up to Chance: Framing and Reflection)

To help frontload and frame this activity, participants are given the following scenario:

You have been hired to create the newest, most exciting handheld game to hit the market in years. You can decide the type of game, the population for whom you want to design it for – age range and gender, the goal of the game, the rules, any functions. The sky is the limit but there is one caveat – you need to recycle parts from old handheld games, ones made a decade or two ago, to create your prototype. Here are some questions to consider as you make your prototype –

  • How will you decide what to make?
  • What factors do you need to consider as you make your game?
  • What actions can you take if you get stuck using the tools? Coming up with ideas?
  • How can you ask for help as well as support others during the toy take apart and hacking?

How-To

I like to use the older handheld games as they contain lots of interesting parts and can be bought fairly cheaply in lots through ebay. First, the toys are passed around so participants can examine and learn about them.

Participants select the toy they want to take apart. Using the various screw drivers, scissors, wire cutters, and hammers that have been laid out on a work table, the toys are taken apart as much as they can be taken apart.

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After the participants fully take apart their toys, they are asked to create a new game out of their parts and parts discarded by the other participants. I use hot glue guns but soldering of parts can be done, too.

The criteria that I give to the participants for their game creation includes:

  • The creation must be a new game – one that the participant hasn’t heard of nor played.
  • The parts need to be used creatively – not the same way they were used in the original game.
  • The specifications for the game need to be developed and written as a poster are –
    • Name of the Game
    • Age Level Recommendations
    • The Rules
    • How to Play

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Participants then share their designs with the rest of the group.

Reflection

(For background information about this idea, see Don’t Leave Learning Up to Chance: Framing and Reflection)

After finishing their projects and sharing, participants can reflect on their experiences through:

Through a conversation with other participants; a presentation using Google Slides, Prezi, or Adobe Spark; or a blog post – your choice, address the following questions –

  • Describe the game you made – why did you make that type of game?
  • What changes did you make to your original design? Why?
  • Did you get stuck at any point during the activity? Taking apart the toy? Coming up with a design? Using the tools? Making your game? If so, how did you get unstuck?
  • What will you do the same/differently if you do a similar activity in the future?

Here are some of the reflective blogs 5th and 6th graders wrote about this activity:

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More Information

For more information on toy take apart and hacking,  visit http://www.makereducation.com/toy-take-apart.html.

 

 

Written by Jackie Gerstein, Ed.D.

April 8, 2017 at 8:13 pm

Computer Science: Robotics and Coding for Elementary Level Learners

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I absolutely love all of the new robotics toys that have been coming out for elementary age learners.  I have been using them for my summer maker camp, with my gifted education classes, for my upcoming Saturday morning program, and for my summer camp. One of my gifted girls noted, “Where do all of these robots come from?” I laughed and told her, “It’s actually has become one of my passions. Collecting them has become a major hobby of mine.”

I am an advocate of student-centric learning and giving them choices as to which instructional activities they would like to engage. After going through a series of coding activities, I give them the following choices with their goal of using five of the robotics to complete five of the tasks provided.

My robotics-type devices include:

  • Osmo Coding
  • Sphero
  • Ollie
  • Dash and Dot
  • littleBits: Gizmos and Gadgets
  • Ozobot
  • Quirkbot
  • Finch Robot
  • Makey-Makey
  • micro:bit
  • Adafruit Circuit Playground
  • Bloxels

Binary Bracelets: Introduction to Coding

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The craft activity involves letting the students make a stylish necklace for themselves, where their names are spelled out in binary using black and white beads. See https://bycommonconsent.com/2014/10/19/activity-day-girls-craft-idea-binary-code-necklace/ for further directions.


Board Games to Teach Coding: Introduction

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Several board games that teach children computer coding concepts have been brought out recently. They make a good complement to online learning games and enable techie kids to have some fun family time away from a computer screen. http://www.techagekids.com/2015/11/board-games-teach-coding-kids-teens.html

The Task:

After learning a little bit about Robot Turtles, Code Monkey Island, and CodeMasters, play one or two of them.


Breakout Edu’s Caught in the Code: Introduction to Coding

We are caught in an infinite loop! Someone has re-written our classroom code and we are stuck. We will keep having the same day over and over unless we can find the correct code to de-bug the system. The correct code has been locked in the Breakout EDU box – once we figure out the combos, we will can escape the loop and move forward. http://www.breakoutedu.com/caught-in-the-code

The Task:

The teacher will walk the group through this task.


Code.org: Introduction to Coding

Code.org® is a non-profit dedicated to expanding access to computer science, and increasing participation by women and underrepresented minorities. Our vision is that every student in every school should have the opportunity to learn computer science, just like biology, chemistry or algebra. https://code.org/about

The Task:

As an introduction to robotics and computer science, do a few hours of tutorials via Code.org. The site, itself, offers a number of different tutorials, within their Hour of Code page – https://code.org/learn. Feel free to do the ones that look interesting to you.


Scratch Cards

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With the Scratch Coding Cards, kids learn to code as they create interactive games, stories, music, and animations. Each card features step-by-step instructions for beginners to start coding with Scratch. The front of the card shows an activity kids can do with Scratch—like animating a character or keeping score in a game. The back shows how to put together code blocks to make the projects come to life! Along the way, kids learn key coding concepts, such as sequencing, conditionals, and variables. https://www.nostarch.com/scratchcards

I bought mine but they can be downloaded and printed from https://scratch.mit.edu/info/cards/

The Task:

Complete a full series of two of the projects.


CoSpaces: Introduction to Coding

The Task:

After creating an account at CoSpaces using your school gmail, create a scene and use their Block coding to animate the people and objects in your scene. How-to directions can be found at https://youtu.be/0x-jdrwE7Ng.


Osmo Coding Awbie and Coding Jam

Osmo Coding uses hands-on physical blocks to control Awbie, a playful character who loves delicious strawberries. Each block is a coding command that directs Awbie on a wondrous tree-shaking, strawberry-munching adventure. https://playosmo.com/en/coding/

Kids love music, right? Now they can compose their own by arranging Osmo’s Coding Blocks into patterns and sequences. So it’s happy, hands-on play, and an awesome way to introduce Coding. Rock On! https://www.playosmo.com/en/coding-blocks/

The Task:

Play each game for 30 minutes and use each of the types of coding blocks during that time period.


Sphero and Ollie

“The app enabled ball that does it all” – that’s the tag line for Sphero 2.0. Sphero is robotic ball that connects to your smartphone or tablets over Bluetooth.  It has built in multi-color LEDs that gives it light effect in combination of colors. It is waterproof, too. The free SPRK education program (which can be used with both Sphero and Ollie) has series of lab exercises to teach kids programming and robotics concepts. http://getstemgo.com/toys/sphero-and-ollie-robots-all-you-need-to-know-review/

The Task: The Maze

Program the Sphero or Ollie with the SPRK Lightning Lab app to navigate your own original maze made out of obstacles and materials in the learning environment. To complete this challenge, you must gather data about the best route through a maze and figure out how to build a program so Sphero can successfully navigate through the mayhem. More about this lesson can be found at https://sprk.sphero.com/cwists/preview/177x.

The Task: Painting with Sphero

Using a large piece of paper, different types of finger paints, the Sphero with the nobby cover, and the Lightening SPRK app, create a Jackson Pollack type painting. The full lesson plan can be found here – https://sprk.sphero.com/cwists/preview/152-painting-with-spherox

A “cleaner” alternative is to do a light painting with the Sphero using a long exposure app – see https://sprk.sphero.com/cwists/preview/78-light-paintingx

The Task: Battlebots

With a partner, create a Battlebot out of the Sphero or Ollie, cardboard, Popsicle sticks, and skewers. Challenge another team or two to a Battle. Last team with a balloon intact wins.

More lessons can be found at https://sprk.sphero.com/cwists/category


Dash and Dot

Dash & Dot are real robots that teach kids to code while they play. Using free apps and a compatible tablet or smartphone, kids learn to code while they make these robots sing, dance and navigate all around the house. Sensors on the robot mean they react to the environment around them. https://www.makewonder.com/

The Task: Rolling the Code

Using the Blockly app, complete the Dash and Dot Robots: Rolling for Code activity as described in http://www.thedigitalscoop.com/the_digital_scoop/2015/01/dash-and-dot-rolling-for-code.html

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The Task: The Xylophone

Using the Xylophone and Xylo app, program Dash to play at least three songs.

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littleBits Gizmos and Gadgets

Explore the possibilities of inventing with the Gizmos & Gadgets Kit. The Bits components snap together with magnets, for quick alterations on the fly. Chock full of motors, wheels, lights, servos, and more. The kit boasts 13 littleBits and instructions for 16 inventions. https://www.microsoftstore.com/store/msusa/en_US/pdp/littleBits-Gizmos-amp-Gadgets-Kit-2nd-Edition/productID.5064612700

The Task:

Complete two of the projects from the invention guide, from the Invention App, and/or make your own invention. Download the Invention Guide – littlebits-ggk2-invention-guide.


Ozobot

Control Ozobot with colors! Draw OzoCode color codes on paper or a tablet and Ozobot uses optical sensors to respond—spinning, speeding up and more at your command. It comes with an OzoCode chart and over 20 games and activities. Color coding masters can move on with free Ozobot apps and the OzoBlockly editor, which introduces block-based programming. http://ozobot.com/

The Task:

After playing with the Ozobot color based coding, learn how to use Ozoblocky – http://ozoblockly.com/.  Teach two other learners how to use it.


Quirkbot

Quirkbot is a microcontroller toy that anyone can program. It is compatible with the open construction toy Strawbees and can be used along with readily available materials like regular drinking straws, LEDs, and hobby servos (motors) to create a wide variety of hackable toys. Let your creations express themselves and interact with their environment through sound, light and motion. https://www.kickstarter.com/projects/1687812426/quirkbot-make-your-own-robots-with-drinking-straws

The Task:

Go through the tutorials found at https://code.quirkbot.com/tutorials/getting-started/ and then build at least one of the Quirkbots found at https://www.quirkbot.com/build. Teacher’s guide can be downloaded: quirkbot-educators-guide-v0-9


Marty the Robot

The Task:

Build Marty and then program him to do something – https://robotical.io/learn/.


Parrot Drone

Parrot Airborne Cargo Mars is a robust, impact-resistant minidrone that can be customized in an instant. Quick flights and unlimited scenarios! Our nifty drones are packed with all the fun in the world and additional interactive opportunities : they offer unlimited learning possibilities in STEM and coding!  https://www.parrot.com/us/minidrones/parrot-airborne-cargo-mars#learn-code-with-your-drone

The Task:

To use Parrot Blockly – https://activities.parrot.com/blockly–  and do two of the projects found at https://activities.parrot.com/cwists/category.


Finch Robot

The Finch is a small robot designed to inspire and delight students learning computer science by providing them a tangible and physical representation of their code.  The Finch has support for over a dozen programming languages, including environments appropriate for students as young as five years old!  The Finch was developed to catalyze a wide range of computer science learning experiences, from an entry into the basics of computational thinking all the way to writing richly interactive programs. http://finchrobot.com/.

The Task:

Use S Programming to, first, do the basic tutorials at http://www.finchrobot.com/teaching/grades-k-5, and second, to do one of the projects found at http://www.finchrobot.com/teaching/snap-level-4.


Makey-Makey

Using the MaKey MaKey you can make anything into a key just by connecting a few alligator clips. The MaKey MaKey is an invention kit that tricks your computer into thinking that almost anything is a keyboard. This allows you to hook up all kinds of fun things as an input. For example, play Mario with a Play-Doh keyboard, or piano with fruit!  https://www.sparkfun.com/products/11511

The Task: Hacked Poetry

Program the Makey-Makey with Scratch to read a poem – attach Makey Makey to four drawings made by pencil that represent that poem. Idea for this came from Makey Makey Hacked Poetry Month Part I.

The Task: A Small Group Project

With one or two of your classmates, do one of the projects found at http://makeymakey.com/guides/


micro:bit (advanced)

You can use your BBC micro:bit for all sorts of creations, from robots to musical instruments. This little device has a lot of features, like 25 red LED lights that can flash messages. There are two programmable buttons that can be used to control games. Your BBC micro:bit can detect motion and tell you which direction you’re heading in, and it can use a low energy Bluetooth connection to interact with other devices and the Interne. http://microbit.org/about/

The Task:

For this advanced option, do two of the projects featured on http://www.makereducation.com/microbit.html


Adafruit Circuit Playground (advanced)

Circuit Playground features an ATmega32u4 micro-processor with contains within it: 10 x mini NeoPixels – each one can display any rainbow color; Motion sensor; Temperature sensor; Light sensor; Sound sensor (MEMS microphone); Mini speaker (magnetic buzzer); 2 x Push buttons – left and right; Slide switch; 8 x alligator-clip friendly input/output pins. You can power and program it from USB. Program your code into it, then take it on the go. https://learn.adafruit.com/introducing-circuit-playground/overview

The Task:

For this advanced option, do one of the projects featured on https://learn.adafruit.com/category/circuit-playground.


Bloxels

Bloxels® is an innovative video game development platform that allows you to create your own video games. With easy-to-use physical and digital tools, you decide what the game looks like and configure how it is played. You tell the story of the characters and design their looks. You create the obstacles and the power-ups. http://kids.bloxelsbuilder.com/

Bloxels really isn’t a robotics nor coding platform, but because of the interactivity of physical objects with technology, I include it as part of my robotics kit.

The Task:

Watch the tutorials found at http://kids.bloxelsbuilder.com/full-tutorial and build a game that uses five rooms where each of those rooms include characters, backgrounds, hazards, and powerups.

Written by Jackie Gerstein, Ed.D.

January 2, 2017 at 11:41 pm

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