Constant Learning

May 13, 2019May 13, 2019 Kelly.McLaughlin 21st Century Learning, Celebrating Success, Constant Learning, Curriculum Planning, Differentiated Instruction, Inquiry, Inspiring Students, Inspiring Teachers, Learning in a Real Life Context, Making a Difference Through Education, Professional Learning and Growth, Resources, self reflection, Technology in school, Use of Technology, Using technology well

Collaborative Inquiry Celebration

The other day, many teachers from across my school board gathered together to share with other educators how their year long inquiry project went. As I have mentioned in previous posts, mine was about starting our own business as a class and inspiring my students through leadership. I shared with the other educators these successful stories from our project “8A TREATS”:

how many of my less successful students with traditional subjects have been excelling during this project
the success my students had with gathering data from classes around the school
collecting permission forms from the entire school
advertising by making imovies, posters and using a dinosaur mascot to travel around with a fake smoothie
tallying the smoothie results for flavours and sizes with spreadsheets
counting and tracking the money with spreadsheets
find and then order paper straws from Amazon to be environmentally friendly
working with a budget that was donated from the student success foundation
designing logos as a class, voting on the best one and then collaborating with a clothing design company to recreate this on their products
painting and creating a wall in our classroom that will be the location behind our brand
creating a video to explain the project as well as talk about our favourite parts

(<<<our student create wall)

Our next steps with our project:

doing the math to find out how much of each ingredient we will now (plus extra) to make the smoothies
ordering the cups
setting up our classroom as a pop-up smoothie store
making 340+ smoothies on June 6th with our 22 students

It was very exciting sharing this project with my fellow educators. My students were very excited knowing that this project was shared with other teachers. They were proud when I told them how excited other teachers were to find out about this student centered initiative.

There were other educators who shared exciting inquiry projects:

My colleague Lydia shared about her “Community Helpers” project where her grade one students inquired in various ways about the many community helpers in our neighbourhood. She had a guest police officer come by as well as had the students use their hands to explore various jobs. They were able to build, play with food as well as research all of the jobs available to them. The final touch was when my grade eight class came to help them put their thoughts together in an inquiry package. It was great to see her students so passionate about their future. To find out about her project, you can visit her twitter account @AppolonialydiaL. You can also view her project on this link <iframe class=”wp-block-mexp-vimeo hwdsb-tv” src=”//hwdsb.tv/media/grade-one-collaborative-inquiry-2019/?embed=true” width=”560″ height=”315″ frameborder=”0″ allowfullscreen></iframe>
Teachers used a choice board to give students options when creating or completing tasks. These boards are made in collaboration with the teacher at the beginning of the year to go over all of the ways that presenting or completing every day tasks can be done that year. Apps are explored and used in new and innovative ways. I cannot wait to create a choice board in my literacy class next year. There was also a SAMR model student choice matrix that was introduced to us. It’s not the app that makes the project/task, it is how it’s used.
I also heard about makerspaces from one of my other colleagues Cara. She introduces these daily in her library and students are able to create very interesting projects from her instruction cards set up at the tables. They are always able to be creative, explore and build in her library. They also explore media literacy during these creative library sessions.

There were many other projects I could not get to since we only had a half hour to explore and the other half hour was to share about our own projects. Some other apps worth checking out are: seesaw, read&write, book creator, keynote, canva, geogebra, TC studio and pear deck.

May 3, 2019 Michelle Fenn 21st Century Learning, Advocacy for change, Building Inclusion, Coding, Constant Learning, Equity, Gender Equity, Gender stereotypes, General, Genius Hour, Inquiry, Inspiring Students, Inspiring Teachers, Integration, Learning in a Real Life Context, Making a Difference Through Education, Math, Mentorship, Modern Learning, Planning, Professional Learning and Growth, Resilience, Resources, Robotics, Technology, Technology in school, The Global Competencies, Use of Technology, Using technology well, Women at Work

The Gender Gap in Technology

According to a recent report* by ICTC (the Information and Technology Information Council) Canadian women represent about 50% of the overall workforce but represent only 25% of the technology industry workforce. Of the 100 major tech companies in Canada only 5 have female CEOs and 1 Co-CEO. 26% of the tech companies have no women in senior leadership at all. There is a gender wage gap in the industry of $7,000-$20,00 per year. When I read these statistics I wondered as educators, what can we do about the gender gap in technology? This is not an exhaustive list, but it is a place to begin:

1. Build her confidence in her abilities.

2. Cultivate a community of supportive peers.

3. Provide a STEM/STEAM club for girls.

4. Ensure that access to technology and computer experiences is encouraged and inclusive.

5. Foster interest in computing careers.

6. Be a role model as a LEARNER.

May 11th is National Girls Learning Code Day. If you are looking to encourage coders in your school, why not begin on May 11th? Below you will find links to resources for beginning coding. Many students code on their own at home and may appreciate the opportunity to mentor fellow students. The resources attached will get you started. There is no special equipment or robotics required. Teachers do not have to be expert coders to encourage their students. Teachers can be role models of resilience, risk taking and problem solving by learning alongside their students. Teachers only need to open the door and expose their students to the opportunities.

Girls Who Code Canada

National Girls Learn Code Day

*Cutean, A., Ivus, M. (2017). The Digital Talent Dividend: Shifting Gears in a Changing Economy. Information and Communications Technology Council (ICTC). Ottawa, Canada.

Elaborated and written by Alexandra Cutean (Director, Digital Innovation Research and Policy). and Maryna Ivus (Senior Analyst, Research and Policy) with generous support from the ICTC Research and Policy Team.

April 29, 2019 Arianna Lambert 21st Century Learning, Constant Learning, Design

Getting the User at the Center of User-Centered Design!

For years I’ve worked with students around designing solutions for real problems in the world around us. I’ve asked students to consider the problem from a variety of perspectives and as of late, I wonder if there’s more that can be done about solving these complex problems.

In my role at Future Design School, I’ve had the privilege of facilitating workshops for students. In working with students over the past few weeks, I’m learning more and more about the importance of having the opportunity to understand the problem from the user’s perspective as well. Now I know that this seems like something that I should have known or thought of more in depth before, but it’s something that I honestly hadn’t. When students are creating, it’s important for them to understand that what they create has an impact on those for whom they are creating. In order for students to really empathize with users, they have to first be able to understand the needs of their users. They have to really take the time to stop and hear their stories through the development of open questions. How might we help students to do this?

Being Conscious of Assumptions

In the past, I’ve asked students to be thinking about a variety of users as they solved problems. As such, they worked to create general and perhaps broad-sweeping solutions but what if they were empowered to create for a specific user? With a specific user’s needs and motivations in mind, might this impact the effectiveness of their potential solutions? When we think about user-centered design, that’s what it’s really about. The user. Without taking the time to consider a potential user, I’ve asked students to make big assumptions that we never had the opportunity to test. When we make these assumptions, especially without being explicit about the fact that we are making assumptions, we hinder the ability to create the most effective solution. This makes me think about students again creating for the teacher, rather than meeting the needs of the user, which is definitely the purpose of user-centered design. So how do we go about helping students to understand the needs of their users and move past assumption making and perhaps into assumption testing? I think it’s about interviews!

Interviews

When students are able to interact with real users and ask big questions about the problem they are hoping to solve, the have a real opportunity to have an impact. That being said, there’s a fine art to the interview. When thinking about learning more from our users, it’s important to not lead them with the types of questions that we may ask. By having open questions that really get the user talking about their experiences, you’re better able to understand the problem from their perspective. Often times, through listening, you’re also able to better understand how they feel about a situation based on what they aren’t saying. A great way to get users talking about their experiences is using the TED framework for questioning: Tell me…Explain…Describe. By starting off questions in this way, we empower the user to actually talk about the problem without leading them.

Helping students to craft interview questions that are open is a great start. Once they’ve crafted the question, it’s great to have them interview potential users in teams. One person can ask the questions while someone else can write. If there is a third person in the group, they might also make notes to capture their understanding of what the user is saying. Don’t have access to potential users? Sometimes you can use videos to help.

Watching Videos

Last year, I was working with grade 5 students on solutions to natural disasters. Because it was related to a real problem that was happening in the world, students were able to read articles that contained interviews as well as watch videos to be able to better understand their users. I used this video to help students understand the problem but it wasn’t until after, that I noticed how rich it could have been in helping students understand the problem from the perspectives of different users. Perhaps curating different videos or guiding students in finding their own might be a way to help them build empathy for a specific user. Again, this might be another time to discuss assumptions that might be made as we don’t have the chance to ask clarifying questions of the users.

I’m always looking for ways in which to make student learning meaningful and relevant. I’ve also always believed that design is a great tool for doing just that. Now my focus is shifting to empowering students to build deep empathy and truly making sure that their designs are user-centered.

April 19, 2019 Michelle Fenn 21st Century Learning, Assessment, Assessment and Evaluation, Challenging Topics, Classroom Management, Combined Grade Classes, Communication Tools, Constant Learning, Curriculum Planning, Differentiated Instruction, Literacy, Pedagogical Documentation, Professional Learning and Growth, Resources, Use of Technology

Effective Assessment and Feedback: The Single Point Rubric

I’ve never really been focused on grades in my classroom. Some educators and parents might find it shocking to read a teacher put that in print. However, what I mean is that I seldom talk to my students about levels and letter grades. I focus discussion around feedback, improvement, exemplars and success criteria. When rubrics were all the rage I used them rather unsuccessfully. I found that traditional 4 level rubrics were about evaluating after the fact rather than providing feedback that can be acted upon during the learning. Rubrics are sometimes handed to the students as a “big reveal” when the project has been evaluated without any chance for acting on feedback. I don’t believe that success criteria should be a secret to be kept from students. It isn’t fair that students are thinking, “Well, if you’d only told me that was an expectation I’d have been happy to include it. I can’t read the teacher’s mind!” Clear is kind. Be clear about the learning goals and success criteria for an assignment and give the students a rich task that they will have to dig into and get feedback to act upon during the learning.

Apart from the evaluative vs. the assessment function of a traditional rubric there are two other things that I dislike about the traditional 4 level rubric. The first thing is that traditional rubrics inform students about what the bare minimum is that they have to do to complete something. Some students will look at level 2 and do only just what it takes to fulfill that level. Secondly, level 4 is meant to go above and beyond the expectations. In a traditional rubric, students seeking level 4 don’t need to think outside the box at all. All of the criteria for a level 4 is clearly stated-no thinking necessary.

The answer to this assessment question? For me it was the Single Point Rubric. Using the single point rubric changed the learning for my students and shifted my assessment practices. It focuses on what the student is doing well, what the student can do to improve in the work and exactly what the learning goal and the success criteria is for the learning. However, it also allows for the above and beyond to be driven by the student. It lets the student pleasantly surprise the teacher with creative thinking. It is a clear and kind way to deliver feedback to students to encourage them to be successful in their learning.

I have included an example for a grade four Single Point Rubric Literary Response. Feel free to copy and change it to suit your needs.

If you would like to learn more about Single Point Rubrics:

Cult of Pedagogy

Edutopia-6 Reasons to Try the Single Point Rubric

February 17, 2019 Kim Cousin Assessment, Building Inclusion, Challenging Topics, Classroom Layouts, Combined Grade Classes, Constant Learning, Differentiated Instruction, Diverse Learning Needs, Flexible Classroom, General, Inquiry, Inspiring Students, Inspiring Teachers, Interviews, Learning About Your Students, Math, Planning, Play-Based Learning, Questioning, Resources, Students as Teachers

Create Success in Intermediate Math through Play….

“What are you doing in Math today?” the VP inquires of my grade 5,6,7 and 8 students.

“We’re playing games.”

“You’re playing games?”

“Yes, we always play in math.”

The assessments gathered from these classes provide me insight of where everyone is in their learning. My experience with assessments are that individual conversations to understand the thinking process provides the most valuable information. The range of each of my classes is from a low elementary level to a low secondary level. This is quite a span. As a school we have been, “Landscaping” these students using; Fosnots– Landscape of Learning. http://thelearningexchange.ca/wp-content/uploads/2015/01/Creating-Conditions-for-Learning-Math-Viewers-Guide.pdf This provides an great snapshot of where your learners are on a continuum. Our board has developed some very specific assessment questions for all grade levels which include strategic numbers to help determine the strategies individuals use.

How do I managed this?

It took me a while with the continuous disruptions to the daily routine. The way, I have adopted my assessment sessions this year is similar to how a reading group would be managed. Provide the lesson, give the class expectations, then work with a small group on a rotating basis. The entire class already understands the rules and class expectations which have been familiar routines followed to date.

Now what?

I find creating a growth mindset is most important. This is developed through creating a comfort zone for all, including the teacher. Each year I am challenged to ensure my learners grow and develop forward on the continuum. I use a variety of resources such as Sherry Parrish’s-Number Talks http://www.meaningfulmathmoments.com/number-talks.html This is a great beginning to each class.

I resource Dr. Small’s-Big Ideas https://search.library.utoronto.ca/details?7785153&uuid=5d3e7d21-dfef-4e3a-a3d3-9f33f13418b9 for different activities to compliment the concept of study.

Presently I am using, From Patterns to Algebra, by Dr. Beatty and Dr. Bruce https://school.nelson.com/from-patterns-to-algebra-book/

Play, yes these resources include play which I implement on a regular basis. The students enjoy learning with and from each other while I guide them. During my classes, Play creates a class dynamic for success.

February 10, 2019February 17, 2019 Michelle Fenn Challenging Topics, Constant Learning, Inspiring Teachers, Mental Health, Mindfulness, Professional Learning and Growth, Resilience, self reflection, Teacher Appreciation, Teacher Wellness, Teaching as a public profession, wellness, Wellness

Let’s Talk About Shame

Author Brené Brown from her book “The Gifts of Imperfection” writes that there are three things that people need to understand about shame:

1. We all have it. Shame is universal and one of the most primitive human emotions that we experience. The only people who don’t experience shame lack the capacity for empathy and human connection.

2. We’re all afraid to talk about shame.

3. The less we talk about shame, the more control it has over our lives.

While reading this it resonated with me as a teacher. How many have you experienced Professional Learning Shame? I’m a professional learning hoarder. I consume professional learning whenever possible and yet, often I feel shame while experiencing professional learning. I listen to another teacher who is courageous in sharing strategies and ideas that are meant to help me in my job and ultimately I end up thinking that I must be a poor teacher because I don’t do those things in my classroom. Often I come away feeling worse about myself. I’ll think, “Well great, obviously everything that I’ve been doing has been ineffective and I need to add THIS onto everything else.” or “I haven’t been doing THAT in my classroom. Clearly I’m not working hard enough. What must my colleagues think of me?”

Shame makes us think that we are somehow not worthy. I know that I’ve convinced myself of not feeling worthy when I compare my work to other teachers in my school, on Twitter or (cringe)…Pinterest. I find it difficult to look at myself professionally through an asset lens. The best way to stop feeling that shame is to talk about it. Once shame is talked about it tends to lose power and it is easier to let it go. So, I’m talking about it in a public forum so I can work on building up that resiliency.

I’ve felt shame as a teacher in social situations with people who aren’t educators. I’ve felt judged, compared and found unworthy. More than once I’ve heard, “Teachers are paid too much and have far too many holidays and benefits and they’re really just babysitters.” Whenever a Provincial Government talks about making cuts to education, it sends a message that teachers aren’t worthy of maintaining the current working conditions and fuels the public perception held by some that teachers are unworthy of what we earn.

In our school, whenever EQAO results are returned and we have our fall meeting to talk about the school improvement plan for the year, we celebrate for a nano second the areas in which the student have succeeded and focus intently on the shortcomings. As a school we know that we all share in the responsibility for the cumulative education of students and feel shame when we look at where we didn’t succeed, but some of my grade 3 and 6 colleagues have told me about how they feel solely responsible for EQAO scores and consequently, feel shame.

Well, this is a downer of a subject, get over it Fenn. What can we do? It’s the nature of our job right? Nope. There are some great pointers that Brené Brown shares about becoming shame resilient:

1. Understand when you are feeling shame and recognize what messages and experiences trigger shame for you.

2. Remember not to equate being imperfect with being inadequate.

3. Share your stories with people you trust and own your stories.

4. If you feel shame, name it. Talk about how your feeling and ask for what you need.

Teachers are constantly in receipt of feedback about their job; from parents, students, administrators, colleagues, the public and themselves. Staying open to criticism and feedback is what helps us improve education for our students. We need to take risks to remain open so that we can experience improvement. However, what we should also try to remember is that everyone is flawed and imperfect but that doesn’t mean that we are lacking.

January 29, 2019 Arianna Lambert Building Inclusion, Classroom Layouts, Communication with Parents and Guardians, Constant Learning, Flexible Classroom, Professional Learning and Growth, Resources

The Heart and Art of Teaching and Learning Resource

I’m super excited about this being my 10th year of teaching. Although this year, I’m not teaching in the traditional sense of having my own classroom, I feel really lucky to work with educators as they design exceptional learning experiences for students. Over the last month I’ve been taking some time to reflect on my 10-year journey and all of the opportunities that have lead me down my current path.

One such reflection was about my experiences with blogging and thinking about the reasons why it all began. In 2016, I was looking for an easy way to connect with parents around the work that we were doing in the classroom. I wanted to parents who weren’t always able t o visit the school to know what was happening and to feel a part of the school experience and learning of their child. Even if only 1 parent took the time to read the blog, I found value in writing it. My weekly writings also offered me the chance to reflect and think about what we were doing in the classroom and the reasons why. I truly enjoyed blogging weekly and for the most part, kept it going for the last 3 years.

In September 2017, I started blogging for the Heart and Art of Teaching and Learning and it’s truly been an honour. Every month is an opportunity to reflect on my practice and write in the hopes of inspiring even 1 new teacher to perhaps try something new in their classroom or possibly consider an idea from a different perspective. When put that way, the task now seems a little daunting. For this post, I wanted to get back to the heart of what inspired me most about this online community and the resource that is its namesake.

Over the summer of 2017, I was sent the Heart and Art of Teaching and Learning resource. I have to say that the subtitle is a little misleading. It reads: Practical ideas and resource for beginning teachers. Perhaps it should read: Practical ideas and resources for ALL teachers. Even though this is my 10th year teaching and perhaps I’m not still a beginning teacher, there are so many amazing ideas inside. This past month, I pulled it off the shelf and dug back into it again and found a few ideas that I would love to share. I really hope that you take some time to dig in and find some amazing gems that you might be able to use in your classroom.

Mentorship

In chapter 2, there is a section on the importance of Mentorship. Throughout my career – not only as a beginning teacher – mentorship – whether formal or informal – has been an important part of my growth. In my first year, from Linda, I learned how to easily plan a Math unit that allowed for flexibility based on student learning and interest. In my second year, I learned from Toba how to truly engage students in the French language while making it relevant. In my third year, Alyson taught me the importance of connecting with students and genuinely caring for them not only academically but socially. I can honestly say that the list can continue and as the years progressed, there were often times more than one “mentor” from whom I was learning. I’ve always believed that there is something to learn from every experience and I think that I’ve been able to learn as much as I have because of the people around me. Pages 17 and 18 of the resource share models of mentorship. Take a look and see if you can find one that works for you. You never know where it might take you!

Classroom Set-up

Screenshot 2016-10-23 at 08.23.27 Chapter 2 ends with classroom set-up. As many of you know, I was a passionate advocate of flexible seating in the classroom. Years ago, my students worked on a Math project where they re-designed our classroom while taking into consideration their learning needs. They measured the classroom and petitioned our Principal for some money for items they thought would better meet their learning needs. Some wanted standing tables while other wanted opportunities to sit on the floor. We created a learning environment that worked best for us and the autonomy and increased levels of ownership in the classroom were an indication that students felt as thought the classroom was their space. Now I know that we were lucky in that we were given some money to redesign but since leaving that school, I learned 2 important lessons: where possible, let students design the space so they feel that sense of ownership in the space and be intentional about what you chose to include in your classroom space. This picture of our space looks quite full and I would have to say that every item spoke to who we were as a group. On pages 25 to 30, I love that each of the classroom learning spaces are different and yet the amazing educators can speak to the differences that they have included in their classrooms with intentionality. I just started feeling a little nostalgic about designing learning spaces!

Ideas

This resource has a variety of ideas meant to allow teachers and students get to know each other in the first hours/days/weeks of school. One idea that tempts me to ask around to borrow a classroom is found on page 52. I love the prompts and think they’re great for getting students – and frankly even teachers – to get to know each other on a deeper level. Beyond the first weeks of school, I think activities like these really help to promote a sense of belonging and inclusion in classroom spaces.

Tips

It’s report card time and I know that once again the crunch is on. Throughout my career there were many times that tips from others on best practices came in handy. This resource is FULL of great tips – and questions – that help to guide educators through some of the different aspects of our jobs. For report cards specifically, I really liked the Big Picture Questions on page 87. When reflecting on them, I think they would have been great questions for me to have asked myself during writing.

If you haven’t already, please take a look at this resource. It’s fantastic! Not only for the beginning teacher but I strongly believe that every teacher could gain something from taking a read. Once again, I’m grateful for the Heart and Art of Teaching and Learning for the chance to reflect and hopefully I’ve inspired you to take a look for yourself!

January 9, 2019January 9, 2019 Kelly.McLaughlin Constant Learning, Curriculum Planning, Differentiated Instruction, Diverse Learning Needs, Math, Planning, Professional Learning and Growth, Questioning, self reflection

Taking the time to collaborate and learn how to bridge the gap

Once a month, my colleagues and I go to a highschool to look at a math sample from each of our “marker students”. There are a group of about ten of us which is made up of highschool teachers, elementary teachers and math facilitators. We take time to identify what the student knows, what they are struggling with and how we know this. The main point of these meetings that occur each month is to bridge the gap between elementary and high school. We are trying to review the necessary skills that kids in grade eight will need for next year and then we will spend large amounts of time focusing on these skills in addition to the topics we currently are expected to cover. It is very helpful to know which topics to spend the most amount of time on so I will look forward to the times in the future when we will be discussing those items.

At these sessions, we talk about what the student’s work shows us, if they are struggling with something, what does that tell us about how they are learning. We call this section of debriefing the interpretations.

The next part involves looking at next steps for students and teachers. It is a great use of time and helps us as teachers look at students we need to help further and then, we directly review how to help them reach these next steps.

All teachers get to share their marker students and then we spend time talking about how these students can get some help to further understand the questions and the overall math concepts.

The challenges we face when planning and attending these sessions include selecting a rich task that we can really dive into once we gather as a group. We tried using past EQAO assessments but couldn’t find any open ended questions. We then turned to some other test questions. I also find it hard to find the time to pull these students aside to help them once we find out ways to do so after the fact. The skill is so specific once we find out what they need help with that it seems hard to just discuss it as an isolated math skill.

The benefits to meeting like this is the amount of minds on tackling the questions and looking at helpful next steps. I really look forward to all of these educators coming into a classroom with me to help the students who are struggling in a real life setting. That will be great for all of the students, especially since they would then have at least ten educators in the room to help them grasp the challenging topics.

January 2, 2019 Michelle Fenn 21st Century Learning, Coding, Constant Learning, Inquiry, Inspiring Students, Inspiring Teachers, Integration, Learning in a Real Life Context, Modern Learning, Resilience, Robotics, Technology, Technology in school, The Global Competencies, Use of Technology, Using technology well

Coding with Microbits

Twice I have attended the Ontario Teachers’ Federation “Pedagogy before Technology” conference in the summer. This year I attended a design workshop that the InkSmith company provided and would never have been able to predict the chain of events that would follow. In the workshop we were grouped with people at our table to come up with a design concept and present it in the manner of a “Dragon’s Den” pitch. As we discussed the concept and made diagrams on chart paper, I put the visuals together in a small Google Slide presentation and added an entertaining video. I have my drama specialist and I’m not afraid to ham it up in front of a crowd. When it came time for the presentation we wowed the InkSmith team and ended up presenting to the entire group. We then went to lunch and I didn’t really think too much more about it. However, because I had so loudly and visibly put myself out there in an entertaining way, I was contacted by the team at InkSmith and then connected with kidscodejeunesse team. Kids Code is a federally funded program that helps students learn to code. They provide free workshops to classrooms across the country using handheld, programmable micro-computers called micro:bits. The coding program is web based and is in the blockly format but can also be switched to html for more advanced coders. When a workshop is provided to a classroom, the teacher is provided with ten microbits for the class to use and keep. You can visit the website kidscodejeunesse to sign up for a workshop for your classroom.

This is the microbit connected to a battery pack.

Kids Code Jeunesse provided me with training and as part of my job as an innovations consultant, I now go into classrooms within my school board to deliver workshops to students. The only coding that I had done up to this point was with Spheros and Ozobots which was quite rudimentary. I am now immersed into the coding culture. Which means that sometimes my kitchen counter looks like this:

It was a little out of my comfort zone to be sure. As I have gone into classrooms I have admitted to students that I’m not an expert on microbit technology and I have learned from some of the students that have been engaged in complex coding on their own time. With a quick conversation with the classroom teacher I can usually make some decisions around differentiating the program to keep students engaged.

You might be wondering what it is these little computers can do. The LED lights on the front can be programmed to light up in patterns which create animations. Students can create dice or rock, paper, scissors games and with a few alligator clips and a small speaker or headphones, microbits can be programmed to create music. With a little innovation and some adaptation it can be programmed to water plants automatically or become a pedometer. It can also be paired with a robot called K8 which can be purchased from Inksmith and assembled. The microbit website itself is where the coding takes place and it has easy to follow tutorials and ideas for projects to code.

The initial workshop is only the beginning. The only limit to these little computers is the limits of your student’s imagination. Microbits would be incredibly useful in a maker space or genius hour environment. The students develop design and critical thinking skills and problem solving techniques as they create and de-bug programs. It is an amazing way to introduce coding to students-especially if you are a teacher who is brand new to coding. Be warned: coding is extremely engaging and you and your students may have an inordinate amount of fun while learning.

December 29, 2018 Michelle Fenn Combined Grade Classes, Constant Learning, Differentiated Instruction, Inspiring Students, Integration, Learning in a Real Life Context, Literacy, Modern Learning, Use of Technology

The Almighty Meme

My teenage son is obsessed with memes. I remember my friends and I at his age, randomly quoting lines from John Hughes or Monty Python movies which confounded the adults around us but my friends and I would collapse into hysterics. I am now the confounded adult but instead of movies, the quotes are from internet memes and vines.

As a teacher I always seek to leverage whatever is important to my students in order to make language engaging and authentic. Last year I used their interest in Snapchat and connected it to “book snaps” in order to synthesize information about what they were reading. Over the holidays I played a game called, “What do you Meme?” which is an adult version of “Apples to Apples” but with pictures. Although the content was rather explicit (obviously not to be used in a classroom) and more than a little embarrassing to play with my 86 year old mother, I got to thinking afterwards about the language processing that it took in order to play this game and how could I turn it into an engaging teaching opportunity. The idea around the game itself is rather simple, choose what you consider to be the best “caption” for the meme (photo) and then another person chooses their favourite of those put forth by the players. The idea is to make it “relateable”.

I realized that there was a great deal of inferring going on while we were matching the statements to the pictures. We had to read the facial cues, look for other clues in the picture and then also relate what was happening in the picture to some kind of an emotion or shared human experience. I’ll give you an example.

“When you have beaten your big brother to the last piece of chocolate cake.”

In order to come up with that statement, I had to make some decisions. I really had to think about the photo and determine what was happening. For me, it looked as though the cat was laughing and feeling rather satisfied with himself. Then I had to think of something that would cause that reaction in someone to which other people might relate. It is rather complex thinking.

In the classroom before any writing would take place I would provide many examples of popular (and appropriate) meme photos that are being used in different ways and discuss these with my students over a period of time. What makes it funny or something with which people can relate? What about the human experience is being shared in this meme?

Then I would provide a photo something like the one above on the Smartboard for students at the beginning of the language period. Just one at a time at the beginning so that we can take the opportunity to break down the thinking. Students could then invent their own statement for the photo and justify their idea when they share it with others. In order to scaffold for some students, I might provide a variety of statements like the game itself and have them choose and justify their choice. Students could also take or choose their own photo and create their own memes using apps such as Canva or Pic Collage. This could also lead to an authentic digital citizenship opportunity with how to search and use photos that are public domain. In addition, these memes could then be shared on a class blog or social media to receive comments from others which provides feedback to students on their creations.

To take the idea of the memes further, the students could then use them as story prompts and create a narrative around the meme. I might also ask the students to create some memes like book snaps which relate to the books that they are reading. See the example below:

“When Fudge ate Dribble.”

Tales of a Fourth Grade Nothing-Judy Blume

A meme that needs an explanation isn’t a good meme, just like you shouldn’t need to explain a good joke. There is a kind of sophistication in the thinking process involved in the creation of memes and they connect us as human beings. Memes are this generation’s political cartoon, headline in the newspaper or funny birthday card from “The Far Side” creators; a visual paired with words that connects a shared human experience. Know what I Meme?