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!!

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