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In another article, titled,  The Classroom is Obsolete, It’s Time for Something New writer Prakash Nair proclaims that “The classroom is a relic, left over from the Industrial Revolution, which required a large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

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

Connected: Just Another Course 1 Review

The Consumer / Prosumer Transformation

The past six weeks have been a wonderful rollercoaster of learning, although at times a bit overwhelming. Nonetheless, I’ve jumped into the likes of blogging, Twitter chats, and UBD with both feet.  Although at first, the mere thought of tackling just one of those new ventures seemed daunting, I now proudly revoke my lurker status to active participant in my desire to help play a role in shaping the ever-changing #edtech landscape. I’ve come to like blogging and reading other educators blogs finding interesting and useful tidbits along the way. I appreciate the connectivity of it all and often find myself going down a rabbit hole of sorts into different channels of content and intriguing ideas. In the Twittersphere, I have nearly doubled my amount of followers in my quest to develop and grow my Professional Learning Network. Like blogging, I’ve also found so much useful information amongst the community of learners in which I follow.  For example, have a look at this great resource posted by @cybrayman1.  It’s a one-stop shop for those looking to expand their PLN,

I’ve even dropped in on a few different twitter chats, including #KchatAp #EdtechAfterdark, #aussieED, #satchat & more. Here’s a snippet of my activity, responding to a question about this year’s personal goal.

Along with the connections that I’ve made throughout the process.


The Learning Journey Continues

This Learning Journey has been twofold, my own personal learning journey as an educator and the collective one in conjunction with my students. It’s great to once again feel like I have my finger on the pulse of teaching and learning with technology.  It’s even better to roll out these new experiences. keeping students interests and learning front and center. In this such instance, it’s the first steps towards becoming digital citizens for my Kindergarten students. My first attempt at UBD unit focuses on the important realization of one’s digital footprint online, from the lens of a kindergartener and through the platform of SeeSaw.

Speaking of rolling out new things and having one’s finger on the pulse, as I was planning my UBD unit I greeted with a new update from SeeSaw which made for convenient inclusion.  SeeSaw’s newest feature is titled “Activities”. Here is a video explaining it.

I think it’s a perfect fit to further showcase the learning of my Kindergarten students. It adds an additional creative layer to the tail-end of my unit in the form of a goal to help ensure that learning about digital citizenship and reflecting one’s digital footprint continues after the unit wraps up.  The learning journey is moving full speed ahead, for myself and my students and we’re just getting started.


Future Ready & Feedback Ready.

I’m currently three weeks out from completing this unit. My school is now on a two-week term break so progress has halted but, I’m looking forward to getting back into the classroom and complete my first unit with my Kindergarten students.  I love the idea of thinking big, and focusing on transdisciplinary skills with my students. So much of Kindergarten and the early years are already transdisciplinary due to its foundational nature.  I’m also excited to begin Course 2 in hopes that I’ll have more opportunities to work with develop UBD planners.

With UBD, I certainly see the value in developing these types of units of as they provide a clear and organized structure for teaching and planning around big ideas and conceptual based learning. Seeing that this is my first time, I would love to hear your feedback and tips/tricks or constructive criticism.

Thanks,

@nicholasgarvin