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!!

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

Where Doodles & Data Meet

“Your message is only as good as your ability to share it.” These powerful words sum up a great video explaining the importance of infographics.

These days there are many ways to grab someone’s attention through infographics.  Canva, vizualize.me & Piktochart, to name a few, are in my opinion some of the best ones out there. I’ve used them all in the past for various projects and presentations.  Just three days ago, fellow Coetail’er Pana Asavavatana used Canva to quickly add some aesthetic appeal to the Twitter questions I created in preparation for our upcoming Digital Citizenship Twitter Chat on February 28th.  Here’s a sneak peek &  a shameless plug 🙂

Speaking of infographics and Coetail’ers I couldn’t help but think about the recently redesigned Coetail website which prominently features an awesome infographic documenting the Coetail Learning journey.  I find the new website to be fun, engaging, and informative.


Sketching, Doodling & Synthesising Data

With all the sites, apps and tools out there now to help you collect and organize information. I’ve recently been made aware of the beauty of sketchnotes. Being a visual learner,   I’ve found myself being drawn to sketch notes more and more. (no pun intended)  The ones I’ve come across on Twitter lately have been quite engaging and I’m seriously considering giving it a go. Craighton Berman’s website, Sktechnotes 101, was a great jumping off point and inspired me to dig a little deeper. After a while down the rabbit hole, I found out there’s actually a World Sktechnote Day (Jan 11) &  that sketchnoting is a creative, relaxing, AND efficient way to synthesize information. What I once thought was silly or a bit out of place, now seems like the perfect way to personally conceptualize data.

In the following TED Talk  Doodlers, unite!,  Sunni Brown discusses some other misconceptions about sketching and doodling as well as our inherited cultural bias towards them. Check out the video from Sunni or alternatively the Sketchnotes from ,  below.

Discuss Sktech Notes and TED using Sketch Notes….

 

 

 

https://twitter.com/andymcnally/status/960694599214948352
Created here  by @andymcnally 


In short:

  • Sketching notes helps us understand concepts. 
  • When we make our thinking into images we synthesize our ideas
  • Visual Notetaking enhances memory and improves understanding. 
  • Visual Notetaking and sketching exercises your brain by connecting verbal material to visual material

Infographics in Kindergarten

As I alluded to in my previous blog post, Unpacking Visual Literacy in Kindergarten, visual material plays a massive role in the development of my Kindergarten student’s vocabulary, conceptual thought, and imagination.  It is the cornerstone of their comprehension.

https://www.tes.com/lessons/SfcwZrqsnSblGw/learner-profile
https://www.tes.com/lessons/SfcwZrqsnSblGw/learner-profile

Aside from picture books, the most popular items in my classroom are our “Learner Profile Badges”.

Inspired by the Olympics, I turned the LP images into medals (or badges as my students know them) as a way to introduce the language and visually represent the Learner Profile attributes. When a student sees another student embodying these attributes they will take the badge off the wall and hang it around the next of that student. Since it’s inception, they’ve really taken to it. The way they proudly wear the “Risk Taker badge” or “Thinker badge” around on the playground, you would think it’s actually a gold medal – to them, it is.  Because of these images and the idea of passing them off as badges, my students have developed an understanding of the vocabulary and continue to make a strong commitment towards living out the learner profile.

Another Infographic that I use in my Kindergarten class is for self-management and it’s known in class as the Kelso’s Choice Wheel.  Have a look!

https://www.tes.com/lessons/nKPKtoZ6DgI_mQ/kelso-s-choices
Source: TES Connect (linked)

Teaching children to reflect on their actions is an important yet challenging aspect of Kindergarten. Our Kelso Wheel acts as an intervention infographic that provides students with multiple choices allowing them to feel empowered to take their own action.  A self-governing classroom of five-year-old students will certainly take time but as seen in the image below, my students often revisit the image throughout the year to work on working out their conflicts.

For more information on Kelso’s Choices, including other images, videos, and songs check out TES Teach here.

In this case, the two ways in which I use images to convey meaning help my Kindergarten students make informed choices to solve conflict and model positive behavior and attitudes inspired by the Learner Profile.  Both the Learner Profile badges and Kelso’s Choice Wheel act as aids to connect the verbal to the visual. From foreign vocabulary to understandable concepts, both visual aids have allowed them to responsibility for their own actions. 


Final Wonderings

Knowing that the Kelso Wheel and Learning Profile images are not your typical or classic infographics, I’m wondering what other types of infographics could you introduce to Kindergarten students?

What other ways could I incorporate infographics into a Kindergarten classroom?

Do you have a favorite website or app for creating infographics?

What experience do you have with Sketchnotes?

Thanks,

@NicholasKGarvin

Remixing The Art of Storytelling

For sale: baby shoes, never worn. 

The following six words have been attributed to Ernest Hemingway and his concept of flash fiction by telling a story with the minimum amount of words possible.

Hemmingway may have changed the game with his six-word novel, showcasing his art of storytelling but, Hemmingway never had access to emojis. Could you imagine the vividness?  What if we remix Hemmingway’s initial challenge and state the question “Can you tell a story using only 6 emojis?” Let’s think about that one…. could you?  I bet you can. I bet you’ve semi-accidentally accomplished this in the past without thinking much about it.  Similar to how video killed the radio star, the emoji along with memes, vlogs, vines, and video uploads have nearly obliterated text and completely remixed the art of storytelling. 

I proposed this emoji questions to my Kindergarten students when they were tasked with explaining their holiday adventures using only emojis.  Can you tell a story using only emojis??

What resulted were very detailed and thorough recounts that were not only fun for others to decipher but engaging and exciting for my students to create.  From the perspective of a Kindergartner, visuals allow for more depth and enhance their stories sevenfold.  The act of choosing their emojis also made for a fun and level playing field where both ESL students and native English speakers could fully express themselves.  It was here when I realized how much of the world is moving in the same direction, towards embracing visuals. From hieroglyphics to emojis; we’ve circumvented all the way back around.   🙂

If you’ve needed more proof that the world is moving towards visuals just look at Facebook’s  1 billion dollar purchase of Instagram. They know that this generation is becoming increasingly interested in producing its own visual content. With the likes of social media, mobile devices, photos, and videos the entire landscape has changed and we have completely remixed the way we consume (and produce stories.) And it’s not just a trend, there is a biological factor that lies deep within our love for visuals.  We’re are much more wired for visuals than we are oral storytelling or print on a page. David Jakes touches on this a bit in his opening paragraph of this blog post titled “Towards a Framework for Visual Literacy Learning.” when he makes the internet analogy of “a dial-up connection from the ear to the brain and broadband from the eye to the brain.” David also came up with awesome ideas of using other mediums such as Google Earth,  DNATube and or StartYourTube.com and to incorporate visual literacy.

The ability to navigate and create on more than one platform is exactly what our students are now doing in this new remix culture. The meme is a great example of this as is video blogging. Nobody wants to be a Hollywood movie star anyone. Ask anyone under the age of 15 and they’ll tell you.  They all want to be a Youtuber. Many of them already are. Video Blogging has been so successful that Youtube has installed a Creators Academy which teaches the basics of editing, sharing and thumbnailing.


Modern Versatility & Shareability with Filmora

Before becoming a teacher, my original university major was in Mass Media and Telecommunications, so it goes without saying that I have found feeling for creating and editing video content.  Although I started my video editing venture with the traditional analog AB roll, that has long been ruled obsolete. Looking back now it seems like such an archaic way to create a piece of work. Once you’ve spent hours creating it, don’t even think about sharing it with others unless you bring your VHS tape to their house and politely ask to use their VCR.  

Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Panasonic_AJ-D350_20020110.jpg

Flash forward some 15  years later and now it’s easier than ever to produce a film.  So much so that some have even been shot and edited solely on their smartphones.  These days loads of people gravitate towards iMovie, however, for the past three years, I’ve been using a software called Wondershare Filmora.   Far from the AB roll I began on, this iMovie alternative is inexpensive, open sourced, and extremely easy to use. The fact that it works on Windows, Mac, & mobile devices make it already more versatile than iMovie. Filmora has many other advantages over iMovie. So much so that about a year back, I presented this Google Slide during a Speed Geeking session at my previous school.  Have a look! 

I’ve have used videos in which I’ve created from Filmora in the classroom on multiple occasions. Whether it is for reflection, assessments, or simply to celebrate and document learning,  the use of videos have always been a cornerstone of my teaching practice.  This one, which has already been shared on Youtube,  was a way for me to document our EY inquiry into making paper.


The other video below was shown at a Primary School assembly. Its purpose was to emphasize the concept of perspective by showcasing what it “a day in the life” of an early years student looks like. 


The Timelapse video below showcases an example of some of the large ongoing projects that my preschoolers took on during our inquiry into outdoor learning spaces.


My most recent video was created earlier this week.  Its purpose was to celebrate Multi-cultural Day and the diversity of my Kindergarten students at UWC Thailand. 

I plan to upload this video onto SeeSaw to show parents and use it as a reflection piece to show students once they return from mid-term break.

No matter the purpose, images, and videos to me have always felt like the most authentic mediums for showcasing and representing student learning. It’s great for assessments, reflections, and provocations. When the controls are handed over to the students, creativity, student voice, and a plethora of digital skills ensue.


Final Wonderings

With all of the excellent and innovating ways teachers are using videos in the classroom,  with the likes of Flipgrid, SeeSaw, Bookcreator & Youtube,  I’m curious to know what ways you embed and promote the use videos to enhance learning in your classroom?

Also, are you on team iMovie or do you have another personal favorite when it comes to video editing software?

Unpacking Visual Literacy in Kindergarten

Visuals play such an important role in nourishing the imagination of young learners. Dr. Michio Kaku understands this importance and how images can promote curiosity and inspiring learning. As a Kindergarten teacher, I wholeheartedly agree with what Dr. Kaku states in the video below.  Do you?


Comprehension, Creativity, & Critical Thinking with Visuals

One way to help young learners begin to understand Visual Literacy is through the use of picture books. The use of picture books in Kindergarten is an important aspect in the development of student’s vocabulary, conceptual thought, and imagination. Susan Stephenson writes about this in her article, Visual Literacy Through Children’s Picture Books. Where she mentions how the use of visuals help students develop a conceptual understanding of the world around them.

” …visuals present information at-a-glance that would otherwise take a long time to get across in words.”

The following SlideShare provides a great summary of visual literacy and dives deep into symbolic imagery, design and colors schemes.  The best part is that this SlideShare is accompanied by with many wonderful picture book titles.  It’s a perfect resource for any teacher who wants to start implementing more picture books and/or visual literacy into their curriculum. It also lists one of my all-time favorites,  The Rabbits by John Marsden

That slide share coupled with Susan’s wonderful list of questions works as the stellar combination to help provoke deep observations, conceptual thinking, and creativity with the use of picture books.

Here are few of her questions:

•    What do you notice in the picture?
•    Do the words exactly match what’s happening in the illustration?
•    How does that picture/color make you feel?
•    What does that image remind you of?
•    How has the illustration changed/progressed from this page to the next?
•    Do the animals look real?
•    Whose perspective is this illustration from?
•    Why did the artist choose those colors, and why do they change here?


Art to enhance Visual Literacy & Math

In my Kindergarten classroom visuals are constantly weaved into the curriculum as a way to help us communicate and understand concepts and ideas.  For instances, around the beginning of the school-year, one student proposed the question,  “What is Math?”.  This question occurred on the carpet after we spent the first week unraveling our misconceptions about Play and how we learn. (only to find out that we learn a lot about Math in our Play, without knowing it i.e. Legos).  Eventually, another student spoke up to answer the question.  She confidently stated that “Math is something an artist does.”  Many other Kindergarten students disagreed and a bit of a debate ensued.  Later in the week after some collaborative planning with the other Kinder teacher, we agreed to bring both classes together to discuss this claim. We grouped the children into 4-5 students and provided each group with one A4 image of Piet Mondrian’s Line over Form.


Piet Mondrian – Line over Form


We asked them to think like a Mathematician and look closely to see if they can find any Math in this Art.  The image captured the attention of our student’s thanks to its identifiable shapes, striking colors,  & noticeable patterns. This one piece alone sparked so many different discussions about Art in Math and vice-versa. We touched on symmetry, angles, & patterns all while changing and challenging the student’s perspectives on “What is Math.” Having all started with a student-led inquiry, the addition of this visual aid took our learning to new heights and created opportunities for transdisciplinary connections. This to me, was the first time I think I really understood the power of visuals and how they can help connect authentic experiences to higher levels of thinking.

Now, our  Maths inquiry has moved beyond the classroom as outdoors as we look for “Math in Nature.”  Our latest Unit of Inquiry titled, How the World Works, has my Kindergarten students looking through the lens of a scientist. Becoming keen observers and practicing how to look closely have been at the forefront of our classroom inquiries. The following photos will be used to help create a buzzing discussion about whether or not there is Math in Nature.

Machaon

Nicolas Winspeare: Flickr

tidal pattern 1

 

I’m confident that these two photos will be able to provide the same sort of spark that Piet Mondrian’s image did. For one, we live on a tropical island with beaches and critters galore so both photos are already tapping into students’ prior knowledge and authentic experiences. It’s just about looking at them now with a different lens altogether.  Now it’s about a new perspective for my students, one that teaches them to look for the meaning being communicated by and beyond the image.


Final Wonderings?

I enjoyed using the https://search.creativecommons.org/ website to quickly find images that I can use in the classroom. This time around, I stuck to images from Flickr but, I hope to explore other sites offered on the CC.org site.

What’s your favorite site?

In what ways do you use images in the classroom to promote critical thinking?

Do you believe that Visual Literacy is transdisciplinary?

What types of discussions about Visual Literacy are going on in your class?

Thanks!

@NicholasKGarvin

Bridging the Digital Divide

We live in a digital world, but we’re fairly analog creatures.

-Omar Ahmad

 Just think about the five most important technology trends of the 21st century: search, smartphones, mobile operating systems, media, and the cloud. Now think about whether or not any if of those trends made it into your school? Perhaps, if you’re lucky, they all did. Things change fast in the digital realm and the increasing changes have shaken up learning so much that schools are just now beginning to absorb the aftershocks. More and more schools and teachers are encouraging students to post to blogs, text each other, and do their own work on their own devices brought from home. The learning benefits of flip classrooms, gamification, and social media have taken the internet by storm all while delivering overwhelmingly positive results. Generally speaking, learning looks different now. Much of the firm foundation that education has comfortably sat upon for the last three decades has shifted and it’s time now that all of us recognize and admit that the landscape will remain altered forever.

Update Available

The following article from @MindShiftKQED titled, “Making Media Literacy Central to Digital Citizenship” does an excellent job summarizing the evolution of digital citizenship, alongside the rising popularity of teaching and learning through videos on the web. Seeing how students consume information and interact with each other on the web continues to change and evolved, it’s important to note that digital citizenship in itself should not remain stationary.  Tanner Higgin from Common Sense Education, who authored the above @MindShiftKQED article states that,

“We need to move from a conflation of digital citizenship with internet safety and protectionism to a view of digital citizenship that’s pro-active and prioritizes media literacy and savvy. A good digital citizen doesn’t just dodge safety and privacy pitfalls, but works to remake the world, aided by digital technology…”

So the question becomes,  why haven’t we considered changing the way we view Digital Citizenship after all of these years? A DigCit version 2.017.  Why can’t we look at Digital Citizenship as an evolving software or digital platform that occasionally needs updating? We update our phones, our apps, and our laptops at least once a year but, still somehow choose to maintain an outdated version of Digital Citizenship in our minds and in our classrooms.  


Engineering with Empathy 

In my view,  school documents pertaining to Digital Citizenship should be intertwined or merged with the Communication Charters or Essential Agreements that mirror how we speak and care for each other in the real world. This would help the school develop a shared vision of Digital Citizenship while also acknowledging the importance of including all stakeholders. It also places it at the forefront of many discussions pertaining to the parallel skills in and outside of a digital space.  

Getting the students involved in the creative process allows for each voice to be heard and for each class to develop a collective understanding of its importance within the school and at home.

The synthesizing of these two school-related documents should also occur with more explicit emphasis on Common Sense Media and the ISTE Standards.  This collective culture pertaining to #DigCit can be spearheaded by the admin or leadership team, but ultimately will be individualized and purposefully designed for and by each grade level. 

The following infographic from iste.org outlines the parallels between being a good citizen and a good digital citizen.
Citizenship in the Digital Age Infographic

Find more education infographics on e-Learning Infographics via 

Perhaps, once a common understanding is reached within each grade level, we could then ask teachers to share and compare their “tech agreements.” This will help the school and the teachers develop a better understanding of what it looks like it the grade level above and below them.  It also allows them to survey what the students want. This slow burn to the vertical alignment starts with the same sequence with teachers as it does with the students. Develop a shared vision by unpacking the language and understanding of each teacher’s perspective, and make connections between being a good citizen and good digital citizenship.  Afterwards, take the time to go through that delicate process of understanding the causation, the parameters, and the process to allow student-teacher ownership. This type of discussion will probably be ongoing, but that is a good thing!

The bridge between the digital divide separating digital natives from digital immigrants and outdated views from updated perspectives can be engineered with empathy, just as long as we don’t lose focus of our shared set of values. We can’t grow too comfortable in our acceptance of the way things are either, even if they might be okay today. Technology is an industry of increasing disruption and change, but within disruption and change, there is always an opportunity for growth, refinement, and behavioral action. Positively laying the structural framework, that connects everyone is our role as educators.


Final Wondering?

How do you identify consistencies that help bridge the digital divide and get everyone over to the same side?

Press Start : Digital Citizenship in Kindergarten

My two most significant modifications and tech takeaways thus far have both been centered around purposeful and authentic student learning. The first takeaway is to ensure that I counterbalance my use of technology as a tool with another tool that highlights the pedagogy. This includes tools such as ISTE Standards, SAMR Model and/or TPACK. Developing the why behind the device or digital tool is also key to my second takeaway, the ongoing effort of empowering the students to become prosumers. This more abstract and conceptual understanding paves the way and highlights the importance of their involvement in the creation of their digital footprint. The Coetail readings and writing I have encountered have taught and inspired me to realize the importance of realizing that digital citizenship is an ongoing journey and one that should be started as soon as possible.


Beginning the Journey Purposefully by Creating Tech Essential Agreements

Unpacking and communicating the “Why” behind the big ideas within a Kindergarten classroom often requires a bit of essence and finesse. In a sense, it’s metacognition meets the breaking of the 4th wall. This is what we encountered with our first crack at accountability when collectively developing our Ipad essential agreements. We had to first come to terms with a common foundation, an acceptable use policy so to speak. In our classroom, nothing is Taboo or off limits. We approach everything positive intent. If an incident occurs that doesn’t correspond with our Essential Agreements, we unpack the causation behind, it talk it out and then attempt to learn from it. Needing to understand and agree upon the language of that foundation is key. Introducing and unpacking language does take time but it’s a delicate and important process in our attempt to understand one another. This blog, from the IB website, is a great resource for those interested in formulating essential agreements collectively. Getting the students involved in the creative process allowed for each voice to be heard. Later, we compared our newly formulated iPad essential agreements with our mindful communication essential agreements, looking for a common language or theme. The words, respectful, responsible, & safe appeared in both sets of agreements. This coincidence was wonderful to explore with the kids and taught us a valuable concrete lesson. How we treat each other in life should bare no difference to how we treat our tools or one another in the digital world. By Identifying these consistencies we’ve already begin to highlight the moral and purpose of our digital learning journey. Be respectful, responsible, & safe.


Empowering Learners to Continue their Journey

The article Adopt and Adapt: Shaping Tech for the Classroom by Mark Prensky, really helped provide me with inspiration and perspective on how to creatively work with within your given parameters. SeeSaw, the wonderful, student & family friendly learning journal is not new to me but the idea of using it as a tool to help educate parents and students about Digital Citizenship is. Mark Prensky’s article reminded me of the importance of what he calls “ enlightened trial and error” What better way of embarking on a new frontier of educating parents and Kindergarten students alike then by using a shared platform that documents our adventures or misadventures in real time.

By allowing the students to take ownership of SeeSaw. A cycle of creation, reflection, & refinement ensues. New understandings and new connections are made throughout the process of a familiar product. This “new way of using an old thing“ allows student learning solidify. This process of recording, presenting, and using technology is just the beginning of their interactive SeeSaw learning journey as well as our #DigCiz journey. Going back to my first takeaway, the tool to indicate the purpose, I used the ISTE NETS Students 2016 Content & Learning Targets. Feel free to click to link to the Google Doc so that you can make a copy for yourselves.

What I have noticed lately, is that the students are also looking more critically at their own work, choosing their favorite piece and becoming prosumers in the process. Each week we review the comments written their parents and grandparents allowing them to begin to develop an understanding of the impact and reach of their personally created uploads. In addition, we have also been looking at what a good video. Allowing them to have complete creative control may seem daunting and disaster-ridden from the outside looking in, however, like our essential agreements, with time and essence it’s extremely empowering. From, presenting confidently to experimenting with lighting, noise, & sound, the last few weeks the students have begun to develop a critical eye through a collaborative and constructive approach. All of our trials and all of our errors are revisited, discussed similar and shared with peers and parents on our class blog and individual learning journals.

Here’s a nice little wheel chart by @Tedfujimoto illustrating 8 digital skills that we must teach students.  Can you identify which ones we are covering now?

The most important part is that we’re all in this together and we will all be helping each other improve along the way as we move forward with this collaborative classroom approach to learning about permanence. Putting it all out there, at this age, is in some ways a method of teaching them how a digital footprint works. How the internet works. Once it’s out there it’s out there. Therefore it’s best to equip oneself with the personal values and beliefs, ownership, and knowledge of their roles as digital natives. Or in the eyes of a Kindergarten student, it’s about being respectful, responsible, and safe.


Final Wondering: Justifying the importance Parents

As teachers continue to nourish the tiny or impending digital footprint Kindergarten or primary students in general,  I can’t help but think about the important role that the parents play in the grand scheme of this. Educating the parents of Digital Citizenship is equally important as educating students. In what way to do you include parents in process of Digital Citizenship in your classroom? How do you get the parents on board? What, if any, resistance from parents regarding Dig Ciz have you encountered?