Kindergarten Teaches the World

Ever since I heard about Somersaulting the Classroom, for those still on the fence about a total flip, I was intrigued. Could something like this be done with my Kindergarten students? I wasn’t 100% sold on a total flipped classroom with 5 & 6-year-old students, but I toyed with the idea all throughout my COETAIL Journey.

COETAIL & ISTE

My goals for this project were to take the same collaborative structure that COETAIL has taught me and attempt to instill that mindset into my Kindergarten students.  By aligning it with the ISTE standards I set out to provide my students with an authentic audience and a platform that extends beyond the classroom, with the intention of them becoming Empowered Learners. 

1a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

The other standards I focused on were Digital Citizen, 2a. cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

Creative Communicator  6d.  Students publish or present content that customizes the message and medium for their intended audiences.

Global Collaborator 7c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

For more details have a look at my Understanding by Design unit plan below. 

Throughout this journey, my COETAIL online 9 cohort members have taught me the importance of delivering and receiving effective feedback. The cycle of continuous improvement and positive feedback loops such creating, reflecting and refining, which I learned from COETAIL, was exactly what I wanted my students to understand as well. There were other sources of inspiration as well such Khan Academy’s for their effective use of video lessons. Studio 5’s “CAR” method which consisted of Choose, Act,  Reflect and other innovative methods of restructuring the day was also extremely influential in changing up how I viewed our use of time in my Kindergarten classroom.

Course 3 Visual Literacy: Effective Communicators & Creators that I was by far my favorite course of COETAIL program. It was during Course 3 when discovered Venngage, an excellent program for making infographics. I used it at that time to transformed my CV into a professional graphic. I would revisit it again throughout this course to make the “Choice Boards” that I would update each week and provide for my Kindergarten students.

Continuing to Reach Out & Adjust our Aim

Just like community approach to learning, continues long after the cohorts, my Kindergarten students will too continue on with “Kindergarten Teaches the World” in some form or fashion. Whether we continue to reach out to schools and receive feedback, fine-tune or metacognition, or simply make more learning videos because we enjoy it. They love sharing their learning and I love that because it allows me to It allows me to monitor their progress towards their personal goals and help them adjust their aim along the way.

Redefining How We Learn in Kindergarten

As for the SAMR model, I’d like to think that this learning engagement has reached the level of redefinition. if it hasn’t already it will soon will as my students are excited to take this forward and continue to communicate with school’s and students we’ve made connections with.

Looking back now, one of the things I would have done differently would have involved me reaching out to other school’s sooner rather than towards the end of the unit. Especially, after seeing how excited my students became once they heard back for the various schools.

Final Wonderings & Special Thanks

I’d first like to thank @dianabeabout and everyone in this amazing cohort for all the awesome sharing, collaborating, and overall positive vibes. I’m also extremely grateful for my thriving Professional Learning Network (PLN). This learning experience would not have been successful with you. Therefore I must pay it forward. I’d like to thank current COETAIL 10 cohort member & former colleague @BrianJKasper, along with former COETAIL’er & colleague @mrWrensen.  @BrianJKasper helped my students connect with his classroom in China & @mrWrensen provided us with a cross-continental connection with his classroom in Tunisia. In addition, @pypchef provided us with excellent feedback through the lens of his performing arts classroom up in Vientiane, Laos with both Preschool & Grade 1 student offering new ways for us to take on feedback. Last but not least @Ms_kHansen, my teaching partner at UWC Thailand, thanks for being open to taking part in this project with your Kindergarten students. The fact that both our classrooms are still buzzing about me indicates to me that it was a hit with their students.  I look forward to working with all of you again in the near future. 

Final Wondering….  

What’s next?

Let me know!

🙂

Cheers!

@NicholasKGarvin

 

Coach Better: Community Engagement

Ever since I completed the Eduro Learning Micro Credential back in June I’ve made a conscious effort to stay connected (in some capacity) with my mentor Kim Confino & the Eduro Learning Team. The unique program was a valuable experience in which, similar to COETAIL, contained loads of personal and practical professional development. Upon completion, I was left wanting more. So here’s my story….


Sharing our Stories

The Coach Micro-credential in itself was great and the regular Google Hangout sessions with my mentor made courses even more tailor-made and practical but, when it ended my school still had no official coaching role. In addition, I would later be told that there were also no immediate plans to add one next academic year. The reality of the situation was that I would most likely still end up moonlighting as a tech coach here at my current school and go back to my day job as a Kindergarten teacher.  Although I was okay with the given situation I still fancied the idea of continuing to develop as a coach and a global collaborator.  Shortly after my initial cohort had ended Kim unveiled some creative ideas to help me stay connected to the Eduro Learning Team and continue to grow professionally. Still hungry for change upon competition, I was enticed by the opportunity do more. Being a part of the first cohort allowed me to move into a new role now that a new group of educators has begun their own learning journey. (Cohort 2)

Back in September, I took part in a video conference with the new cohort.
Speaking from more of an advisory role, I touched on my experience with the program and shared some things that work and what didn’t work

You can review that video below here: 

Leaning on the fundamentals of the COETAIL program, I wanted to continue to explore the potential of utilizing my PLN.

With that in mind, I  decided to play a role in helping get a brand new Twitter chat up and running. The proposed chat would work in conjunction with a  Youtube Channel that the Eduro Team was producing on behind the scenes.  The focus was to help others become better coaches and leverage our network of coachings and connect coaches of any discipline throughout the world through one common hashtag, #coachbetter.

The rest was history…


The Inception of The #Coachbetter Slow Chat

The idea of implementing a Twitter slow chat was a great idea as it provided me with a constant stream of professional development and opportunities to expand and utilize my PLN. I now had found a way to continue learning and growing as a coach all way connecting with others and proposing some interesting questions sparking deep dialogue along the way.


Phase 1: “Slack to the Drawing Board”

Towards the beginning of this venture, I was introduced to a new platform called Slack. It was here where I would begin working closely with  Jana @jpoukka, a current member of the Coach micro credential. Jana and I worked together to align with Kim’s vision with a practical feedback loop that pushes our PLN towards a Youtube Video podcast and then later to a Twitter Slow chat.

Keen to learn more and stay involved Jana and I began harnessing learning and pulling from the video podcast to help us develop new content for the Slow chat.
Below is a snippet of our brainstorming.

 

 

After two chats we reflected on our challenges, choices, and changes as we all looked for ways to improve.  For example, we began with five questions but soon felt as if that was unsustainable with only two people running a weekly chat.

Luckily, it was also around this time our team began to grow.

We were joined by another fellow Eduro Learning graduate Verena @blaho_blaho. This helped us share the workload and provide Jana and I with another person to bounce ideas off of and help enhance our team.

Verena brought in a wealth of knowledge on coaching and relationships. Not to mention she also brought along her own PLN that would soon also be introduced to our chat thus helping our community grow.  To this day we all continue to communicate and feedback to one another on Slack about best possible questions and how continually grow our audience.

Outside of the Google Ecosphere, which takes top prize collaboration and workflow,  Slack is the best platform I’ve used for collaborating, sharing content and ideas.  It simplifies communication so that one can focus on workflow. Also, the ability to add apps such as Google Drive, DropBox, & RSS feeds provide depth and increased productivity. Slack is also the preferred platform for another community engagement project I’m involved in called #PubPDAsia.  I cannot say enough good things about this platform and I’m grateful that I was introduced to it through my COETAIL / Eduro  PLN.

For those new to Slack or those considering learning more about it. I’d suggest you start here. The Definitive Guide to Slack for Organizing: What is Slack, and Should We Use It?


Troubleshooting, Timing, & Teamwork

With the intention to overcome time, space, & teaching loads, the #Coachbetter slow chat team (we gave ourselves that name) set out in the face of adversity to assimilate and make #coachbetter a success. The first obstacle to overcome was time zones. Janna who is based in Germany, Verena who is based in Singapore,  & and Kim and I based out of  Thailand, all agreed that a slow chat worked in our favor. The next obstacle was sustainability and reaching an authentic audience. 

When Verena came along we discussed with Kim the idea of scaling back and attempting making the questions more geared to a wider audience (beyond coaching). We experimented using different hashtags and tagging different PLN members in our photo.  I even attempted to make the tweets more alluring by incorporating some of the visual literacy takeaways  I learned from COETAIL Course 3

As we ironed out the kinks, it was Jana who took the leading role in organizing and allocating us the days to tweet out our questions. This really helped us divide up the workload.

In addition to our new proposed timetable which was communicated over Slack, we also used Google Slides as an additional structure to brainstorm ideas from the podcast, collaborate in real time, and push out the #Coachbetter tweets. Using Canva for the slide background and pre-made cards by Kim we found ourselves collaborating and creating a new Google Slide for each weekly episode of the video podcast.

It took close to three months of learning from our mistakes before we were able to assemble, organize, and produce like the well-oiled machine that is the current #Coachbetter slow chat you see today.  🙂

In the near future, we’ll have the opportunity to speak in depth about the challenge, choices, and changes we’ve endured along the way when the #Coachbetter slow chat team joins Kim on the video podcast for our very own episode! ( Talk about inception!) I’m curious to see how we will promote and push out tweets about this one 🙂

Having said that it will fun and rewarding to reflect on the early day of the chat and even before it’s origin. Taking this vision on board and collectively turning it from theory to practice wasn’t always an easy feat, but everyone onboard continued to persist and pick each other up over the course of the first month which looking back now can be viewed as somewhat turbulent.

In the video podcast, we will all most likely discuss the challenges, peaks, and valleys of collaborating from afar to achieve a common goal so #StayTuned  🙂

Looking back it was Coetail’s course two final project, (which you can read about here) really prepared me for this type of Global Collaboration. If I didn’t gain that necessary experience and work through the challenges and obstacles that that course presented than I would have felt very ill equipt to face those challenges throughout the #Coachbetter  collaborative learning journey.


In the meantime, if you notice the #Coachbetter hashtag in your Twitter newsfeed drop us a line and share your expertise. Each week there is a new video podcast and new slow chat. I am extremely grateful to be a part of this and have thoroughly enjoyed working with Kim, Verena, & Jana.  I personally have found Twitter chats in general to be the best way to keep my finger on the pulse of all things educational and innovative. Now that I am behind the scenes of one that is up and coming, I’m finding it even more rewarding.  Coetail’s collaborative and community-based approach to learning has inspired me to continue to seek out, lean on, and learn from my PLN. Ultimately, it was my experience with COETAIL which allowed me to realize the importance of being an inspired networker and an educator.


 

 

 

Final Wonderings?

What platform do you prefer to use when collaborating and communicating?

What part of Coetail has inspired you the most?

What Course 5 challenges did you face along your own learning journey.

Thanks,
@NicholasKGarvin

Now for Something Completely Different: STEAM in EY

 

If your reaction was anything like the above video, I won’t be surprised or offended. Raising the bar in the Early Years & unraveling misconception pertaining to what Kindergarten & Preschool kids can and can’t do has been my forte for the better part of the last 5 years.  Kindergarteners often get a bad wrap (or should I say how their ability to learn & take on big ideas is perceived by others gets a bad wrap).  There’s an air of aimless that seems to cloud and misrepresent the abilities of these young learners.

Now, don’t get me wrong no one is disputing the benefits of play-based learning.  I myself have been an advocate of it for years.  One thing I have noticed recently, however,  is that play (without a purpose) in the classroom can sometimes be a slippery slope. The same can be echoed about using technology without a purpose.  While students are playing, if you’re not observing what they’re doing & saying and taking (mental) notes, then using that anecdotal evidence to help gauge their interests to ultimately build better relationships, then you’re doing a disservice to both the students & the concept of “play time”.  It’s vital that we not forget how important our role is in play-based learning. The same can be said about using technology in the classroom.  If you’re using iPads as a pacifier and allowing students to use them to consume more content than they create, then once again you’re doing a disservice to the students & the iPads. (more on that here)


PLAY TO YOUR STRENGTHS… BUT NOT ALWAYS.

 

The title of this posts indicates that I haven’t done too much STEM while looking through the lens of an Early Years’ teacher.  Whether or not that was a conscious choice remains undetermined, but I’d consider it a blind spot and one that I’ve overlooked for too long. Perhaps it was because it’s not one of my strong suits or perhaps it was that I too underestimated their abilities to take on such “higher level” concepts.  Be that as it may, as educators, we often ask our students to venture into the unknown with the goal of shaking them ever so slightly out of their comfort zone (See the Learning Pit), but do we practice what we preach as well?

This year, I’ve made it apparent that I’ll no longer simply play to my strengths in order to broaden my scope as an educator and help enhance teaching in learning in my classroom. What better way of doing that, then diving head first into something I’m a complete novice at? As the great Carl Sandberg once said, ” I’m an idealist, I don’t know where I’m going but I’m on my way.”   < This is my STEM journey in a nutshell.

I’ve enrolled into two new courses the ISTE Computational Thinking Course & Apple Swift Codes Certification with the goal to change the perspective of what “technology looks like” at my school.

This tactile & tactical approach of balancing the digital with the analog will not only help promote big ideas, creativity, and innovation, but it will also help reshape the perspective of both parents and students when it comes to  #edtech  in the #earlyyears#makerEd,  and #designthinking.

by incorporating computational thinking and tech tools such as #MakeyMakey  & #BeeBots into my Kinder class I can also break down the age-old tensions & stereotypes about technology as only being digital devices (or simply something with a screen that you can swipe & watch Netflix.)


Below is just one example of the benefits of teaching STEM in the Early Years, followed by an awesome group of STEM-centered educators to help you get started.

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For further resources, I’d recommend you check out the hashtag #PrimarySTEMChat 


 

Our Kindergarten STEM journey began with a two-pronged approach. First, we introduced the students to Iggy Peck, the Architect (an awesome story written by Andrea Beaty,) as a way to get them thinking like architects and as a way to introduce them to blueprints  & design thinking.

 

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Second, we rolled out the concept of iTime (Feel free to read more about iTime here).  Andrea Beaty’s story taught them about the fun open-ended freedom of designing, while iTime provided us with the tools and parameters.  Furthermore, in the efforts of making iTime as fun and alluring as possible, our first collective task was to see if we could turn six bananas into a working keyboard.  Needless to say, it was very “appeeling” & that STEM in the early years was off and running.

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TO BE CONTINUED…

 


FINAL WONDERINGS

When was the last time you stepped out of your comfort zone for benefit of the greater good of your students  – what was it?

How did you navigate those initial feelings of stepping out of your comfort zone?

What does STEM in the Early Years look like in your classroom?

Thanks,

@NicholasKGarvin

Fine Tuning the Final Project: An Intro

Over the summer I’ve had a bit of time to think deeper about my final project. My last blog post on the topic listed two very different ideas.

  1. A flipped Kindergarten classroom 
  2. Some sort of way to promote Kindness and Empathy through digital storytelling
    The first idea centered around students achieving mastery in a specific content area and then being able to make their thinking visible by showcasing it digitally.

The second idea wanted to focus more on connecting people (students)  throughout and sharing their stories then highlighting and celebrating our unique and diverse experiences. I believe that it has the opportunity to create a sense of oneness through our similar love for stories, no matter the time, space, language & cultural barriers.
Although I’m moving away from my second idea, I’m still looking into u
tilizing my #PLN so that I can continue to create awesome global connections:


As seen above,  Coetail has provided me with some fabulous opportunities for authentic global connection. In addition to teaching me how to raise the bar in my own classroom, Coetail has taught me of the importance (and ease) of connecting my classroom to the world. 

The global connections I’ve made and have already taken part in have been a cornerstone in my Coetail learning experience. From hosting Twitter chats with Pana @PanaAsavavatana  to collaborating with cohort members in course, I’ve always enjoyed the learning and perspective that ensue when connected globally. Since one of my biggest takeaways was learning how to make the web work for me, through my interactions with social networks & RSS feeds,  I’ve completely changed from a consumer to prosumer to full on creator & connector. Having said that, I would really to have the global connection aspect somehow be representative in my final project one way or another. 


The line… “Your information is only as good as your ability to share it” has resonated with me all throughout these courses. I blogged about it here.

Where Doodles & Data Meet

Now, my goal is to synthesize all of these things that have had an impact on me into my final project.

The inspiration was taken by:

Khan Academy  + (Flip Classroom Model)

I plan to Use Screencastify or another tool to showcase only student learning and student voices. Out of respect for student privacy, there will be no faces shown. Khan Academy is a very inspirational hub that showcases learning while also 

Coetail : (Global Connections) (the power of video)

Global Read Aloud & other awesome Global Projects such as The Traveling Tales &  the SDGs – Global Goals. have too provided their fair share of inspiration. Now, it’s time to tie it all together. 


Pondering a Platform

At the moment, I’m thinking that my students can use book creator to showcase their skills. What I’m wondering now is what the best platform to use in order the connect the Kinder generated content to a larger audience. Originally my idea was for them to use Flipgrid. (after first being inspired by Sean Ford’s (@Sean4d )  #WorldReadAlouds. Even with Flipgrid’s latest feature, Mixtapes, I’m still not 100% convinced that it is the right platform. 

Fine Tuning the Final Project


The goal would be to showcase student learning and mastery within specific Kindergarten content & personal projects. Learning experiences such as iTime, which is designated time for personal projects and creativity,  provide students with time, space and an opportunity to practice explain their thinking. Mastery can be shown and digitalized throughout other areas of the curriculum as well. For example, Number Talks in Mathematics. 

Now the quest for a proper platform to contain this content begins.


Final Wonderings?

Any ideas of an age-appropriate platform for connecting Kinder students to the world?

I would love to hear your feedback back on this venture. As I continue to fine tune this project, I look forward to taking on what Coetail community has to say.

 

Thanks,  @NicholasKGarvin

Course 4 – Final Project Ideas

Option 1:  A Flipped Kindergarten 

I would like to flip the literacy lessons in my Kindergarten class with a two-prong approach. First, I would like to create a digital library of my student’s guided reading groups. I would eventually expand it beyond my classroom to include the other Kindergarten class at my school and if possible connect with other schools.  Second, I would like to create a database of student-led phonics lessons for struggling readers and non-native English speakers, with the help of Fipgrid and our standalone literacy program Get Reading Right.

Why do you think this unit is a good possibility for your Course 5 project?

It combines so many of today’s methods of best practice, including being digitally literate, empowering students to create, providing them with an authentic audience, and personalizing the learning in the classroom by freeing up time for individual inquiry thanks to flip.

They will also be using their digital skills acquired throughout the year to navigate communication and creation apps such as Book Creator and SeeSaw.  Once uploaded to their SeeSaw journals the students can seek feedback from family members and seek to reflect on and refine their work.

What are some of your concerns about redesigning this unit?

Ensuring that I keep it student driven and pedagogy driven

That high-leveled readers also continue to develop their reading skills and do not get too caught up in the creation of new content for others.

Keeping in mind the flipped philosophy and the age of my students I’ll need to modify it into something that meets the needs of my students and their situation.

What shifts in pedagogy will this new unit require from you?

It will require a change in how lessons are delivered. I will need to invest time in modeling digital lessons on the iPads and I will also need to put my trust in students to responsibly create and record lessons for other students.  The classroom culture will change a bit as the students will now look to other students for learning rather than solely on the teacher.  Each student will be an advocate for the literacy learning.

For my students, it’s going to be about doing old things in new ways.  This idea would require my students to put to use all of the digital skills they acquired throughout the year.

Describe the project: What will your students do?

My plan is to organize the leveled reading groups from both classes to encourage cross-classroom collaboration and increase the number of recorded e-books.

Once finished, the video can then be uploaded to Book Creator where students can collectively create and add images from the story. Eventually, the students can save and upload their final product to SeeSaw.  This Book Creator +SeeSaw  will provide my students with a wide authentic audience and allow them to work together and with students from another class

How does this project reflect your learning from COETAIL?

It’s a flipped approach to teaching and learning literacy with the intent of keeping it personalized and student-directed, all of which I’ve learned the benefits of through Coetail.

What goals do you hope to achieve with this project?

Redefining what literacy looks like in Kindergarten. Also to unravel the misconceptions that early years students cannot use technology for big ideas and augmented tasks.

What skills and/or attitudes will this new unit require from your students?

Digital Literacy Skills

Communication Skills  (speaking & listening)

Cooperation & Collaboration Skills


Option 2: Promoting Empathy through Global Storytelling, Global Citizenship &  Global Acts of Kindness

 

 

Awhile back I wrote a blog post titled Come Together: Collaboration Through Global Goals. There I wrote about the Global Goals for sustainable development the UWC Movement and how I wanted to connect my classroom with other UWC schools around the world.

 

Why do you think this unit is a good possibility for your Course 5 project?

Back in the blog, Principles for the paradigm shift I learned through a self-assessment that I have a bit of a blind spot in regards to connecting my classroom to the world. I’m fortunate to work at a widely diverse international school in Phuket, Thailand, however, the community is still somewhat small as we live on an island. Therefore the thought of promoting diversity, kindness, through shared experiences and storytelling and connecting my classroom to other classrooms around the world sounds like a great fit.

What are some of your concerns about redesigning this unit?

How will we share our stories?

Too much of an audience? –  Is it going to be authentic?

How much ownership could I transfer over to the students?

Other issues include Timezones & privacy issues.

What shifts in pedagogy will this new unit require from you?

Increasing my connectivity with other educators in order to work together on a group project.

Describe the project: What will your students do?

In addition, the UWC mission places a strong emphasis on service learning, diversity, peace, and a sustainable future. Using technology platforms such as  Skype or Google Hangouts and or a controlled Youtube channel, I would ask my students to create and share their personal stories the importance of kindness and helping others.  Students are to create and share their experiences from our service learning visits to the Phuket Nursing home, and their stories from their own countries, cultures, and personal experiences.

How does this project reflect your learning from COETAIL?

Coetail taught me that innovation doesn’t always require the use of technology. Technology is a tool and its power depends on its function.  In this case, I’d like to use that tool to communicate to an authentic audience,  with the intent to promote kindness and courageous action amongst other early childhood classrooms.  By increasing the awareness of the possibilities of Global Collaboration as well as the local act of kindness my students experience in on a day to day basis my students will begin to learn about empathy for others and how their small actions can make a huge difference in the lives of others.

What goals do you hope to achieve with this project?

To showcase how positive dialogue and kindness bring us together. Also to showcase how communication through short stories when combined with a big platform can help influence and inspire other people to make the world a better place. In addition, I also want to promote how the use of technology provides us with a platform to share and better understand one another.

In addition, 
Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development    – Goal 4 Quality Education 

What skills and/or attitudes will this new unit require from your students?

Digital Skills

Communication Skills

Emotional Literacy

and Social and Emotional Intelligence


Final Wonderings?

Both options are big ideas and will each in their own way be very fun challenges to venture into. I’m wondering if the Flipped classroom experiment would be better suited for this specific time and place as there are only 9 weeks left of school. If I were to choose option 2, and focus on digital storytelling and emotional literacy through diversity, I might find that I’ll need more time to fully tap into the potential. My students have been developing their emotional literacy skills throughout the year as there is a huge focus on mindfulness and social/emotional learning here at UWCT, however, attempting to connect with another classroom and collaborate may come off a bit rushed given the timing. I do believe that all of the pieces are in place to pull off the flipped classroom and I think that at this stage in the year my Kindergarten students are more digitally literate and socially responsible.  I could be totally off base about this, especially with option 2. I have never done either idea so I’ll happily accept any feedback from those who have experience.

Thanks!!

Techs & Balances

“Yes, kids love technology, but they also love legos, scented markers, handstands, books and mud puddles. It’s all about balance.”   – K.G. 1st Grade Teacher 


In my classroom, there are eight Ipads making it a 2:1 student to iPad ratio. Still with a 2:1 ratio it’s important to be aware of the challenges of unnecessary use and it’s pivotal that I explicitly stress a balance early on.  As a Kindergarten teacher, I understand that the majority of my students are using an iPad for learning for the first their very first time.  My job as an educator when it pertains to rolling out these digital devices relies upon, the emphasis on balance, the promotion of ownership and shared responsibility,  and finally, deliberate and delicate approach dedicated to unraveling the misconceptions with both students and parents.

Each our classroom iPads have two student’s names stickered onto the back. The Ipads are enclosed in Kinder friendly and Kinder proof colored coded cases. Even with a 2:1 ratio, the students are still able to develop a sense of ownership over their devices. For starters, they have agreed to all signed the responsible use agreement / Ipad essential agreement that we came up with at the beginning of the year, agreeing to be respectful, responsible. In additioneach student also has their own personal folder on their device. That folder is used for them to store their iTime work.

I think the 2:1 ratio works well with this age group for two reasons. First, it promotes group work when we are researching, recording, collecting evidence, or helping one another on big projects.  Second, when doing independent work, such as when they add content to their individual iTime folders, it ensures that only a portion of them are handling iPads for a short period of time. These folders, saved on the iPad, allow my students preserve their work and showcase the progress of their passion projects over an extended period of time. Individual iTime folders also provide them have more opportunities to have a voice in what and how they learn.

Although it’s not 1:1 in my classroom Karen Kane 41 Tips, Tricks and Techniques for Your 1:1 Classroom still had some excellent takeaways. Specifically,  Reorganize your classroom space and flipping lessons.  


Mindful Moderation & Managment

When it comes moderation both the age of my students and the 2:1 ratio are both in my favor, however, real management has to be built over time. At the beginning of the year, I emphasized the importance of ensuring that my students understand that their time on the iPad is for learning purposes only. It has been explicitly stated in class over and over that the iPad is for creating, recording, and researching.  Apps on our iPad are only centered around open-ended creation tools such as Book Creator. Recordings are done through the use of SeeSaw or the camera app. Research is done by using Google Voice and asking questions through Google’s mobile app.  What they might do with an iPad at home is vastly different then what they do with them here. This took some time to explain and enforce as due to their age, many of my students have never used an iPad in this way before.  This works in my favor but it also extremely vital that as a role model, and one who might be introducing this tool for the first time in their lives, that I promote positive and purposeful use.

At this age, it’s equally important to Educate the parents for the same reasons.  By getting involved with events such as  Parent Technology and Literacy Coffee Mornings or informal Q & A workshops like Kim Cofino mentions in her post Living with Laptops from YIS,  you get everyone on the same page and alleviate any misconceptions and fears about passive screen time. Parents can help model similar structures and limits at home, reinforcing that home-school connection. As educators, we can introduce them to resources from Common Sense Media.  They have an excellent site that has a whole section on parenting in the digital age.  The following snippet, taken from the article, “Will my child be left behind if he/ she doesn’t use technology?”, sums up how well Common Sense does in assisting and alleviating parental concerns.

“Whether kids are no-tech by choice or circumstance, it’s important that all kids are prepared for success in a technology-filled world. Even if you prefer a tech-light environment, you can still talk to your kids about healthy media habits, such as balancing screen time, and digital citizenship, such as being nice to people online

By setting the tone early on for both parents and students  I’m ensuring that everyone involved a sense of shared ownership and responsibility, thus supporting learning both on — and off — the device. 


Tech Breaks

Zooming out a bit from my Kindergarten lens, I realize that this is an issue that can potentially affect students at all grade levels. In all actuality, it’s probably a lot easier to curb the tech obsession with early years and lower primary students than it is for teens in secondary school.

“Today’s note passing is text messages.”  writes  Larry D. Rosen   in his article, The Amazing Power of “Tech Breaks ”  Later in his piece, Larry goes on to list a staggering fact from the Nielsen Company, “the average teen sends and receives 3,705 text messages per month, which translates to about 10 per waking non-school hour or about one every 6 minutes.”  Now, I’m not sure how many notes you wrote and passed in high school, but that statement sounds a bit excessive.  Rosen goes on to cite a national report by the Pew Internet and American Life  Project found.  stating that 58% of teens whose school bans cell phones have sent a text during class and 43% send texts at least once a day during class

As a member of the school’s technology committee, we have discussed the idea of rolling out Tech-Free Zones across our campus and unplugged time throughout the day. There have been talks to introduce and implement these new boundaries across the whole school at the beginning of the next academic year. Wondering now about similar resistance and backlash like the stats state above, I’m now leaning towards another unique strategy to curb teen tech enthusiasm.  Taken from the NPR article titled,  “Should College Professor GIve “Tech Breaks” in Class? , the specific method mentioned brings a whole new meaning to the term “tech break.” In this case, students are given 1-minute breaks to check in (or check out) on their mobile device. It’s certainly an interesting approach and one I’d like to run by tech committee colleagues.

It may seem radical at first but by allocating specific time for students to get their tech fix, the teacher is actually making a point to harness student attention on his watch, placing value on both his time and his students.  Periodic breaks seem to be far more reasonable then shaming or micromanaging.  If delivered consistently, I could really see this helping to maintain student focus. It’s a deal that pays respect to both parties and acknowledges the ever persistent elephant in the room.


Balancing Brain Evolution & The Digital Revolution

The prefrontal cortex, which is the part of the brain that controls attention, interest, motivation, and decision-making, does not fully develop until age 25. Therefore there’s still a major responsibility for teachers, teens, and parents to remain mindful of self-regulation as well as the impact that too much tech can have on the developing brains.  The US National Library of Medicine National Institutes of Health published a manuscript titledThe Digital Revolution and Adolescent Brain Evolution which goes into great detail on consequences and implications for adolescents in the digital age. It’s well worth the read and applicable to all of us.

Focused attention and participation as an age-old problem in Education, the inclusive of digital devices have certainly raised the stakes. Our fast-paced culture and ever-increasing infatuation with productivity haven’t helped either.  Implementing positive habits at a young age may be effective in the early years but as children, technology, and society continue to develop and change, we must aim for a respectful balance that addresses our needs and pays tribute to a shared responsibility to maintain a human to human connection.


Final Wonderings?

Are “Tech Breaks” the antidote for teens?

This week’s final wondering is a call back to a question from a #KchatAP that I recently hosted on Twitter.


 

Principles for the Paradigm Shift

Learning looks so different now that it’s almost unimaginable to predict what the education / classroom instruction will look like in ten to twenty years time. Christiaan Henny from eLearning Industry attempted to have a stab at it here and below is a snippet. He states,  “Students will be learning outside, equipped with different devices, listening to a teacher of choice. Skills will not be assessed on paper but based on their performance in the field.”  Its certainly not 2001 Space Odyssey futuristic as some of these changes have already become changes that have already become common in the classroom but it is an overall shift from the current industrial approach. 


The Future is Now

In another article, titled,  The Classroom is Obsolete, It’s Time for Something New writer Prakash Nair proclaims that “The classroom is a relic, left over from the Industrial Revolution, which required a large workforce with very basic skills”  Prakash then goes on to make mention of a “universal list of education design principles for tomorrow’s schools.”  After poring over them and finding myself in agreement with the compilation, I couldn’t help but wonder how #FutureReady I was regarding my own teaching.  Therefore I used these dozen design principals as an archetype for my own self assessment by looking for connections between each principle and what’s occurred in my Kindergarten classroom. They are as followed :

1) Personalized;  I believe that this not  only to the learning but also the student’s learning spaces. It’s important for us as educators to allow our students to have a voice and input in set up and design of the classroom. When you do this you develop student ownership and allow them to see that the classroom as an evolving organism that can be changed to best suit our learning needs. 

In addition, iTime offers my students with a chance to create and work on projects that they are personally passionate about.

(2) Safe and Secure;  Establishing class essential agreements and a communication charter has helped my students develop a culture of speaking freely and openly without judgement. 

(3) Inquiry-Based;  Packing an inquiry cycle (like Kath Murdoc’s for example) and discussing big ideas from the PYP patiences and persistence but once children become familiarized with the language through hands on experiences overtime they begin to use the language and make stronger connections. 

(4) Student-directed; The removal of the teachers desk in our classroom was a massive symbolic move that helped my students understand that learning just doesn’t only have to come from the teacher. By stressing that there is no center-point of the classroom, it wanted to make it clear that every spot in the room and every person in the room offers a unique and equal chance to learn something.

In addition, whenever I can I like to encourage and empower  students to teach other students by sharing their discovers or prior knowledge with their peers. 

(5) Collaborative;  When students from different grade levels come together to work on a common task it allows both parties involved to develop their interpersonal, organizational, and communication skills.  Allowing older students to come and work with younger students, like depicted in the tweet below, also promotes empathy and the concept of perspective. 


(6) Interdisciplinary;  Fluid learning Spaces, big ideas and open-ended questions with a conceptual based focus. Looking for learning in all aspect of our daily life. Transdisciplinary

(7) rigorous and hands-on;   To me this is about taking learning beyond the traditional four walls, making it multi-sensory, and authentic. At UWCT we’re fortunate to life amongst a lush outdoor learning environment,  that we try to utilize as much as possible. In addition, I think it’s also about challenging students to step out of their comfort zone. This year, I’ve made a conscious effort to extend the learning beyond the classroom wall and through a variety of of kinesthetic learning opportunities.

(8) Embodying a culture of excellence and high expectations;  To me this is all about growth mindset. To help my students learn about perseverance and the beginning stages of adopting such a mindset, we started by watching and discussing this video about Austin’s Butterfly. If you haven’t seen it already, check it out.  It’s great!

This year, I’ve also begin giving my students more opportunities for them to self-reflect on their own learning.  Allowing the students to set their own goals and celebrate their individual learning accomplishments is an effective way to promote metacognition while maintaining high expectations.


(9) Environmentally conscious;   This is a large part of our UWCT Mission Statement.  Doing our part in the promotion sustainable development this year we’ve have created and installed a garden, a compost, and invited the Phuket Farmer’s Club to come in for a two work shop to teach us more about sustainable farming and development. 

(10) offering strong connections to the local community and business;

 I’m a big advocate for service learning. This year the Kindergarten students at UWCT have developed a pretty unique friendship with the elderly residents of the Phuket Nursing Home. It’s been a rewarding, authentic, and meaningful experience for everyone involved. 

In addition, as mentioned above this year we’ve reached out to the Phuket Farmer’s Club to help them teach us how to transform our outdoor learning space into a place for sustainable farming. 


(11) Globally networked;  Clearly this has been my biggest blindspot  out of all the principles. I’ve thought it over many times but never got any Global Connections off the ground as from the participation in a few Padlets, a Global Read Aloud.

I do, however, think that my recent infatuation with Flipgrid will lead some to some big ideas centered around global connections. My students might be too young for the first ever #Flipgrid marathon but for anyone else interested have a look below!

For those like me, who are still working out how to get started connecting your classroom,  Kim Cofino has written a great piece titled “A step-by step Guide to Global Collaboration.” Have a look!

and (12) setting the stage for lifelong learning – It seems clear that the promotion of an interest in lifelong learning starts with the teacher tapping into the student’s passions then combining that with the above principles and allocating the right resources.  Having said that, however, in this ever advancing age of information, how do you prepare students to become life long learners when we’re not sure how we will be teaching and learning in 5, 10, 15 years time?   


Future Ready??

So, back to what and how teaching might look like in ten to twenty  years time?

Noticeably absent from both  Christiaan Henny  and Prakash Nair lists is any mention of virtual reality. VR and also, AR (augmented reality) is quickly making it’s way into classrooms world wide.   I’ve dabbled with some AR  apps myself namely Augment and AR Flashcards.  Last year, through the use of  Google Cardboard and Google Expeditions, I introduced VR to some of my Early Years students so we could do some exploring  under the sea, for our unit of inquiry, Sharing the Planet.  What difference a year makes now  the Oculus Rift, and the HTC Vive are completly changing the game and taking VR to a whole new level.  The VR arms race between Google and Apple is execrating a warp speed, both companies are primed to position themselves as the major players in the VR education.

The optimist in me thinks that virtual reality in the classroom will be blending together the best of the real world, the best of the internet and online applications.  How we find and stratal that balance may be our biggest challenge yet.


The Great Beyond: 

There’s no doubt we’re approaching the tipping point of the paradigm shift. Technology has advanced so rapidly that we as a society cannot keep up with it. The fusion of tech and our daily lives will grow more prevalent with each coming year. Personalized learning pods with the help of MOOCs and cloud computing will continue transcend traditional classrooms.  Digital badges will also help further personalize and enhance the individual learning amongst students. Taken from the article  Badges in Learning: Threading the Needle Between Skepticism and Evangelism  David Theo Goldberg weighs the pros on cons of badges and states that Badges in short are a means to enable and extend learning. They need not be behavioral lures so much as symbols of achievement, expressions of recognized capacity otherwise overlooked.

The overarching concept here is that as we continue to equip ourselves and our students with the best resources and tools, the reality is, we cannot forget about our human connection.  In order to best prepare for the future we must remain open-minded, adaptable, kind, caring, and curious so that we can embrace the imminent change of education together. 


Final Wonderings?

As the hardware and the software continue to develop  VR bundles become more mainstream and more affordable, I could help but wonder:

How soon do these headsets become as common as a class set of ipads?

and

How will this immersive technology disrupt and already changing landscape? 

In regards to Digital Badges, I want to explore more but I’m wondering how to make them relevant for Kindergarten students?   Any ideas??

Thanks!

@NicholasKGarvin

Smashing Apps & Flipping the Script with Video

 

  “Ultimately, flipped learning is not about flipping the ‘when and where’ instruction is delivered; it’s about flipping the attention away from the teacher and toward the learner.”

– Brian Bennett 


Flip the Switch and Flip the Script

I recently participated in a World Read Aloud lead by with the assistance of 28 other teachers.  Sean tweeted out the link to a Google Slide where teachers could each read a page of the story and then record themselves reading their page on Flipgrid. I’ve always been keen to jump aboard global collaboration projects and I’ve to learn more about Flipgrid for a long time, so I decided to give it a go. After a bit of rehearsal, I recorded my first Flipgrid video. I was pleasantly surprised at how easy it was to use. Also, it felt great to take part in such a cool experience with so many other educators. By the time the story was finished, there were 30 teachers covering 6 continents & 224,355 km pg to pg! Have a look and listen below!

This experience not only provided me with #FlipgridFever but also inspired me to think up different ways that I could use the app or a combination of multiple apps in my Kindergarten classroom. I want to make the learning age appropriate and provide them with an authentic audience. It was then when I realized that Flipgrid might be useful for our guided reading groups. Being that I teach Kindergarten I knew that combination of something new with something familiar would have to first be scaffolded.   I’ll start small and make it relatable to the guided reading routine they already know.  In similar fashion to how I took part in the World Read Aloud, each one of my students will read and record a page of their guided reading book. The story in its entirety will be uploaded to Flipgrid and saved in a video format. At first, we’ll begin by using the reading groups within our class. Then we will expand outward and merge with the other Kindergarten classroom.

I’ve already discussed this plan with my colleague. Our collective plan is to organize the leveled reading groups from both classes to encourage cross-classroom collaboration and increase the number of recorded e-books.  Once finished, the video can then be uploaded to Book Creator where students can collectively create and add images from the story. Eventually, the students can save and upload their final product to SeeSaw.  This Book Creator +SeeSaw  will provide my students with a wide authentic audience and allow them to work together and with students from another class. They will also be using their digital skills acquired throughout the year to navigate communication and creation apps such as Book Creator and SeeSaw.  Once uploaded to their SeeSaw journals the students can seek feedback from family members and seek to reflect on and refine their work.


Reflecting upon Reflecting

As an Early Years teacher,  I need to be flexible, responsive. reflective, and adaptable. This mantra is simply the nature of Kindergarten. Using student reflections to guide my classroom teaching and lesson planning has always been a massive cornerstone of my educational philosophy.  Now, with the likes of SeeSaw, Flipgird and Book Creator, I’m able to provide my students with the proper tools to do the same thing with their learning that I’m currently doing in Coetail with mine. Having a blog to look back on has been a wonderful reflection tool for me, it’s allowed me the possibility to create, reflect, refine and my communication skills. It’s also allowed me to experience and work through ideas that may not have ever come to fruition if it weren’t for the feedback and influence of others.  So, having said that, I’d like to have some form of archived media that will allow my students to generate the same benefits.  The select media that I believe would be the most effective, given the age of my students,  is video.

For all students, the power of video, specifically when used in combination of digital tools such as SeeSaw and now Flipgrid will allow them to reflect on how far they have come on their individual learning journey. In this specific case it Kindergarten student’s reading journey.  The use of video and the ability to record, rewatch a and share these videos also provide them with the authentic audience, this being both their peers and parents. The ability to give and receive feedback on SeeSaw has been an ongoing process that we have been establishing all year in my classroom. The parents are really buying into it and in turn, it’s motivating my students thus creating the perfect feedback loop for everyone involved.   

These specific book recordings provide students with a powerful learning opportunity to showcase growth as well as provide objective evidence for everyone to reflect upon. Looking at my own practice, my professional blog has been a very powerful tool and an evolving reflective learning journal that has helped me grow as an educator. Like my students, when they look back on their SeeSaw learning journals, I’m able to do the same with my Coetail experience.  I’m able to see how my ideas, writings, and communication skills have evolved from my initial blog post to now. I too participate in that same feedback loop, as my students and parents do.  Thanks to other members of this cohort and anyone else who comes across this blog on social media, I’m able to reach an authentic audience and receive authentic and meaningful feedback.  That same feedback loop has encouraged and inspired me to try to new things, take risks, and remix ideas or concepts so that they can fit into my Kindergarten classroom, like what I did after getting inspired by the @worldreadalouds idea.


Kinder Created Content Libraries

Once merged with our guided reading program, the videos take on a whole new level of importance. They can be shared, saved, and reviewed as we begin to create classroom e-book library.  As the students move up to different reading levels they will be placed in a different group and can record another story within their new group. This will also provide parents with evidence of their oral language, reading fluency, and comprehension skills. It will also serve as a digital learning database showcasing student grow and persevering individual content knowledge that can be used to help other students of varying reading levels. 

After some scaffolding and practice of blending together our tech and literacy skills, I can begin to embed the use of videos into other daily aspects of our curriculum. I know that a full on flipped classroom approach would not work for me due to the age level of my students, however, perhaps a partial flip or somersault classroom would. My main goal is to create student-made content libraries that extend beyond a single discipline. I’d like to include phonics and Math lessons and allow my students to help me co-create something similar to Khan Academy.  Keeping in mind the flipped philosophy and the age of my students I’ll need to modify it into something that meets the needs of my students and their situation. Here’s a video by Dan Spencer explaining the benefits of creating a digital content library for students.

First, I will start by creating a few phonics and math lessons of my own and record them on the iPad using Flipgrid. Following the same procedure as our guided reading recordings, over time, I will hand over that responsibility to my students. The end result will show not only collection of Kinder e-books read in their respective leveled groups but also the beginning foundation of other transdisciplinary learned content. 


A Personalized Classroom

As teachers, we’re now equipped with more tools than ever to help promote personalized learning.  A simple Google search can bring about a plethora of ideas and articles on how to transform your classroom.  For example, here’s access a Google doc with a massive collection of Flipped Classroom resources.  Beyond the catchy phrase, it’s important to note that a Flipped classroom is a mindset and not simply a method. With unlimited amounts of potential in this age of information, it’s vital that we as teachers remain willing to adapt and adopt that mindset by taking creative risks that continue to enhance and inspire learning. Salman Khan did this as he harnessed the potential of today’s digital tools and combined it with vision. The result shook up the entire education system and revolutionized student learning. It was years ago when I first encountered Salman Khan’s TED talk and I remember being inspired. It was weeks ago that I was inspired once again by Sean Ford’s @worldreadalouds idea.  I’ve come to believe that inspiration breeds innovation when coupled with the right resources and the right mindset.


Final Wonderings

What feedback in the form of thoughts, questions, or concerns do you have on the idea of me embarking on this venture?

What is the best use of classroom time?

What experience do you have with a flipped or blended classroom approach?

Thanks!

@NicholasKGarvin

On the Border of Chaos & Order: Project Based Learning in Kindergarten

 

“The essence of independence is to be able to do something for one’s self. Adults work to finish a task, but the child works in order to grow, and is working to create the adult, the person that is to be. Such experience is not just play… it is work he must do in order to grow up.

 – Maria Montessori 


The article Perfecting with Practice: Project Based Teaching by Suzie Boss, lays a wonderful foundation for those educators looking to make the leap into Project Based Learning. As a Kindergarten teacher, this framework coupled with PYP curriculum and a strong emphasis on play-based learning is the perfect recipe for authentic learning engagements in my classroom.

Suzie Boss writes, that “Inquiry is at the heart of project learning.” As much as I  agree with her on that, I’d take one step further with the anatomy analogy and say if that inquiry is the heart than play is the backbone.  As an Early Years of working at conceptually based schools, I believe it’s the concoction of inquiry,  play, and experimentation that really helps foster critical thinking skills and promote big ideas.

Each day my Kinder students become more and more accustomed to inquiry and big ideas and solving authentic problems.  At first, the thought of relinquishing control and transferring more ownership over to the students felt a bit daunting.  However, I quickly realized once I got out of the way, that’s when the magic happened.  I had embraced the power of letting go and started looking at the learning through the macro lens.  By embracing project-based learning as my foundation I helped keep my students tethered to learning but unbounded by their own desires and creativity. 

Suzie’s Boss’ article Perfecting with Practice also reminded me of  Mitchel Resnick’s TED Talk Kindergarten for our Whole Lives.  Throughout his TED Talk, which I’ve also included below,  he dives into what he calls the four P’s of Practice. Those are as followed.

Projects
Passions
Play  & Peers



Starting with Passions

It’s been said if you want to get to know someone spends an hour playing with them.  You’ll learn more from that one hour than days of conversations.  In the Early Years, where students wear their hearts on their sleeves, a few play sessions combined some astute observations and notetaking and you will allow you begin to tap into the interests of an early years learner.  Take iTime, for example, ( also known to other educators as Genius Hour) undoubtedly our most popular time throughout the week. My Kindergarten students consistently look forward to iTime because they know that that time is personal to them.  It’s a dedicated time and space for creative thinking. 

iTime activates my student’s natural desire to learn and empowers them to embrace their imagination and design thinking skills.  Our classroom Makerspace is an organic entity that has taken on a life of its own and treasured by my students. Each week they take part in iTime where in addition to them learning about the creative process, they are constantly exploring, experimenting and tinkering.  In a sense, iTime is grassroots,  student-driven,  Project Based Learning. Fueled by their individual wonder and passions, my students take iTime very seriously. Here’s a great article that speaks to more of benefits of personalized learning  or “iTime”

Also, have a look at some of the focus and levels of engagement from my students below.

 

 

 


Make it Relevant to Make it Work

Although iTime is one way to tap into my student’s passions and make it work on a personalized level.  I began to reflect on my Kindergarten class as a whole and wondered which learning engagements fit best with their needs, Project Based Learning or Challenge-Based Learning?

After reading Kim Cofino’s blog post “ 3 steps to transforming your classroom,” I realized is that Understanding by Design or Project-Based Learning would work really well with my 5 & 6-year-old students. Understanding by Design allows me to revise lesson plans to keep them aligned with the learning goals thus acknowledging the ebb & flow of Kindergarten.

Other learning frameworks although, great, do not necessarily fit as well as my Project Based Learning.  For example, Problem-Based Learning & Challenge Based Learning isn’t exactly relevant or age appropriate for my students. Don’t get me wrong, delve into Problem-Based Learning from time to time, but that is mostly when we are attempting to solve or focus on classroom or individual conflicts.

By keeping my focus on the Project-based learning model,  I help my students become prosumers as they generate a cycle of creation, reflection, & refinement.  It will also change the way they perceive the world. In my class, there is no problem too big to attempt to solve. Providing children with Time, space, resources and an authentic audience equips them for the real world. 

Learning to collaborate on large-scale problems and give and receive feedback throughout the process is one key to success, both in the classroom and in life. 


Overcoming Obstacles  

Project Based learning helps the students learn how to think big and come up with big goals and ideas.  Of course, like any type of teaching, this takes scaffolding, patience, and practice.  One obstacle, although not terribly big one is the fact that things in Kindergarten don’t always move in a linear direction. Some of the learning will probably be circular but I suppose the nice part about Project-based learning is the freedom and flexibility that comes with having an overarching goal/set of learning outcomes. UBD units, for example, allow me to revise lesson plans to keep them aligned with the learning goals.

I find that when they have an authentic audience to provide them with the feedback they are much more responsive. This sometimes can become challenging, especially if we have already exercised the options of our Grade 2 reading buddies, the admin team, or our parent community.  One thing that I would like to do more to help circumvent this obstacle is to seek out more global connections. Perhaps through my PLN on Twitter along with #KchatAP & #Kinderchat groups.  It’s important that my students continue to present their learning to an authentic audience, one that expands beyond the grounds of our school.

I’m a firm believer that Kindergarten students are more than capable of handling big ideas and understanding/handing real-life authentic problems so I’d never completely discount something and underestimate the ability of my students. 

Mitchel Resnick’s book, Lifelong Kindergartener, has been on my radar for a long time and as a Kindergarten teacher, I wholeheartedly agree with his views regarding teaching and learning through his philosophy and the four P’s. 

Although it often requires the right delivery, time, space, a bit of essence and a lot of repetition, my Kindergarten students and I are able to make learning look like an organic roman candle of student interest, engagement, and enjoyment; unbridled and glorious.


Final Wonderings?

What does learning look like in your classroom?

How do you harness and promote creativity with your students?

How do you embrace the four Ps (Projects, Passions, Play,  & Peers) in your teaching?

 

“Learn to teach like Chuck Berry plays guitar.”

The title of this post was quoted by Sonny Magana during his Youtube video explaining the T3 Framework. It stuck with me and instantly made me a fan of Magana’s 3 T’s, Translational, Transformation, and Transcendent. It’s an excellent concept and his framework makes up a great hierarchy which showcases how we can use technology to enhance student learning.  In the past, I’ve only ever used The SAMR Model but, after spending some time looking at both the TPACK and T3 Framework I became enticed and a bit overwhelmed, wondering if one had any specific advantages over the other.  Often in education, one can get easily acronym’ed to death.

So the question now becomes, what do you with all the tools to use to evaluate using technology (which is also a tool), to enhance student learning?

Let’s have a quick look at each one of our top three tech integration models and try to decide.

Here’s Ruben Puentedura, creator of SAMR

Now’s here’s TPACK explained in 2 minutes.

Finally, here’s a video of The T3 Framework for Innovation in Education explained in 5 minutes.

Notice anything?  All three evaluation tools use the sum of their parts to take learner deeper, moving students from consumers to prosumers and from passive participators to creators and disruptive innovators.  All three of these tools represent the same paradigm shift. Take your pick but understand that it’s the mindset that really matters.


Whats in a name?

So, thinking about the overarching idea we want to achieve when using technology in the classroom, I couldn’t help but get hung up on how many different ways we attempt to communicate the same thing. That thought brought me back to my school’s latest technology committee meeting where our focus mainly centered on us currently searching for the right name to coin our iPad program.  Our philosophy is sound as is our purpose and procedures. We believe in SAMR, embrace the ISTE standards, and have aligned our curriculum with Common Sense Media, we just don’t have that one name to sum it all up nicely.  As we all went back to the drawing board after our latest unsuccessful attempt,  I couldn’t help but zoom out and think, “What’s in a name?” Now I didn’t exactly have Shakespear on the mind when reflecting on this, but instead, the abundance of acronyms already floating around in education today.

Upon further reflection, I couldn’t help but notice how many of the tech integration tools have a massive commonality. SAMR & TPACK and even T3, provide teachers with ways enhance learning in with technology. Although they’re different models, they all provide a roadmap for innovation and highlight the same big ideas,

promote student agency,

foster creativity and collaboration

and transform student learning.

Keeping learning at the forefront of the conversation allows us to view technology as a skill much like  Jeff Utech mentions in his blog post.

” If we view technology as a skill, then we can look at the skill students are learning through the use of technology.

Using the three higher order thinking skills, of Bloom’s Digital Taxonomy,  create, evaluate, & analyze, below are some of the things I like to encourage my students to do when using technology:

  • Create connections locally & globally to collaborate & give and receive feedback
  • To become prosumers
  • Produce content for an authentic audience
  • Be media and digitally literate by critically navigating and interacting in the digital realm.
  • Embody the ISTE Standards for Students

Edutopia does a wonderful job summing this up in this video.


“Roll Over Beethoven”

It was way back in September, during course one,  when I was first introduced to Mark Pernsky’s article,  Shaping Tech for the Classroom.  I wrote about what he calls, “enlightened trial and error”, “dabbling”, & “doing old things in new ways.” You can go back and have a look at that post here.

Press Start : Digital Citizenship in Kindergarten

In Pernsky’s article, he lays the groundwork for his views of technology in the classroom in his four-step process

  • Dabbling.
  • Doing old things in old ways.
  • Doing old things in new ways.
  • Doing new things in new ways.

Although I wasn’t around to witness it, this process seems to mirror exactly what Chuck Berry did with his guitar when he turned the music industry upside in the 1950’s. Much of what he did is nicely summarized in this article “What Chuck Berry Can Teach Us about Innovation”  by Jim McCarthy. I think it’s safe to say that Chuck Berry was a disruptive innovator. 

Just to be sure, let’s also cross-check them with those skills/ real life applications I listed above.

  • Seek connections locally, and globally to collaborate, give and receive feedback

 Chuck learned from and borrowed from others, such as T-Bone Walker. He sought out other successful people in his industry for help and advice, specifically Muddy Waters and Leonard Chess of Chess Records. 

  • To become prosumers

He created a hybrid from various influences, mixing blues and country music with an uptempo electrifying guitar sound that couldn’t describe.  He experimented with different products and pivoted into new markets – think of it as modern day “app-smashing.” 

  • To have an authentic audience

He knew his audience — recognizing trends and reflecting the spirit of his times

  • Be media and digitally literate

He creatively used new technology, the electric guitar.  See below.

Sadly, Chuck Berry died a year ago today, on March 18, 2017, but his spirit lives on inside every disruptive innovator.  So when I think about what I want my students to achieve when using technology in the classroom, yeah I think of all the acronyms, but mostly I think about redefinition, transformation, creativity and Chuck Berry.

Perhaps we should all learn to teach like Chuck Berry plays guitar.

 


Final Wonderings?

How do you promote disruptive innovation in your classroom?

What are the challenges raised by teaching using SAMR , TPACK, or T3 as a tool for integrating technology?

What does technology integration look like in your classroom?