Inspiring Teachers

July 1, 2018July 1, 2018 Michelle Fenn Assessment, Challenging Topics, Combined Grade Classes, Constant Learning, Curriculum Planning, Differentiated Instruction, Genius Hour, Inquiry, Inspiring Students, Inspiring Teachers, Integration, Learning in a Real Life Context, Math, Modern Learning, Professional Learning and Growth, Questioning, Report Cards, Resilience, Student Ownership, Students as Teachers, Technology in school, The Global Competencies, Use of Technology

Why Coding is Important Part One

I consider myself a fairly techie teacher. However, until recently I hadn’t really tried my hand at coding or robotics. Well, I had, but I had lost interest as I quickly felt as though I was out of my depth. So, I did what I always do when I really want to learn something about teaching, I go to a colleague that has the knowledge and I try it WITH the students. Collaborative inquiry.

Until recently, I didn’t see what the big deal was or why it was important to teach coding to students. Yeah, playing with robots is fun but what does that have to do with curriculum? When I started working with and learning coding along side students I had a change in mindset. There is a lot of math, strategic planning and visualization in coding. Coding may not always directly relate to curriculum content-that is true. However, in terms of teaching students about the deep learning competencies, coding is key. If you aren’t sure what I mean by the deep learning competencies; they are referred to as the 6 C’s. Here is a link to the New Pedagogies for Deeper Learning paper but I have extracted a summary of the 6 C’s for a quick reference:

Character: Character refers to qualities of the individual essential for being personally effective in a complex world including: grit, tenacity, perseverance, resilience, reliability, and honesty.

Citizenship: Thinking like global citizens, considering global issues based on a deep understanding of diverse values with genuine interest in engaging with others to solve complex problems that impact human and environmental sustainability.

Collaboration: Collaboration refers to the capacity to work interdependently and synergistically in teams with strong interpersonal and team-related skills including effective management of team dynamics, making substantive decision together, and learning from and contributing to the learning of others.

Communication: Communication entails mastery of three fluencies:digital, writing and speaking tailored for a range of audiences.

Creativity: Having an ‘entrepreneurial eye’ for economic and social opportunities, asking the right questions to generate novel ideas, and demonstrating leadership to pursue those ideas into practice.

Critical Thinking: Critically evaluating information and arguments, seeing patterns and connections, constructing meaningful knowledge and applying it in the real world.

I reflected on these 6 C’s as I wrote the learning skills for my grade 4/5 students this year. I spend the most time on my reports creating the Learning Skills for each student. They are personal and they reflect each individual student. As a parent, it is what I am most interested in reading about my own child. The 6 C’s are competencies not only for school, but for life. While students were exploring coding I had them working in pairs or small groups to give them the opportunity to communicate, collaborate and show leadership. When the code didn’t work, they were able to go back and find the error and correct it and try it again with results right away. Sometimes they found it painstaking and I had to let them work through that and they were glad in the end when I didn’t give them the easy way out and they solved things on their own. When they learned something in coding, they quickly wanted to share their learning with other students. I gave basic instruction about the program to start using a youtube tutorial and then let the students go. Students who often don’t do well in groups with “typical” academic tasks often excelled as leaders in coding because it is a divergent way of thinking and they had a self-check strategy built into the task. It was incredible to witness the amount of learning that was taking place.

You don’t have to have robots to code. There are online coding websites that teach kids to code such as code.org and Scratch. The students even as young as grade 3 are easily able to use these sites to code. Scratch Jr. is available for younger students. The sites have great tutorial videos and somehow the students seem to just start discovering and creating things intuitively. They begin helping each other when they see that someone has created something cool and ask the creator to show them how to do it too.

I am proud to say that I can now code a square, star and a small obstacle course using blocks and a Sphero robot. My students discover new things every day and share them with me. It is definitely a new age in teaching.

June 30, 2018 Arianna Lambert Inspiring Teachers, Occasional Teachers, Professional Learning and Growth, Social Justice, Use of Technology

Summer Professional Learning

The summer is here and if you are anything like me, it’s the perfect time for some professional learning. Ok…well maybe after the long weekend so at least you’ve had a bit of time to unwind from a hectic month at school. You may be wondering, “what’s out there this summer for me to learn?”. Well, here are 2 great opportunities that I am excited to be a part of this summer.

MakerEdTO – Every year, during the first week of July, educators who are excited about Making get together for the MakerEdTo Conference which is held at the York School. From inspiring keynotes to hands-on sessions, this is a conference that I’ve been inspired by for the last couple of years. What I appreciate most is having the time and space to play and talk with colleagues about applications in the classroom in order to get new ideas for the following year. Maker Festival Toronto is also happening July 7th & 8th at the Toronto Public Library.

ETFO’S Summer Academy – With over 55 courses this year, ETFO’s Summer Academy has something for every teacher who is looking for more than just a day workshop but rather an opportunity to network and connect with like-minded educators for 3-day courses on topics from Kindergarten to Design Thinking and Technology to Mathematics. I’ve been fortunate enough to learn from some of these amazing educators and I’m certain that you’ll leave feeling excited about trying something new or more confident about a specific area in your teaching practice. I’m facilitating courses on Getting Started with G Suite Edu in Stratford on July 17th, 18th & 19th and Empowering Students Through Design Thinking on July 31st, August 1, & 2nd. Consider joining me!

Prefer to do some professional learning on your own? ETFO has amazing Resources that are available. From resources for Occasional Teachers to resources and Book Lists on Social Justice topics, there is such a wide variety of information available for reading on your own time.

This summer, I hope that you take some time for yourself to rest, relax and enjoy the beautiful weather and if – like me – you get the professional learning bug, seize the opportunity and enjoy it!

June 10, 2018June 10, 2018 Kelly.McLaughlin Celebrating Success, Classroom Management, Combined Grade Classes, Constant Learning, Differentiated Instruction, Diverse Learning Needs, Flexible Classroom, Inquiry, Inspiring Students, Inspiring Teachers, self reflection, Student Ownership

Flexible Classroom/Schedule a huge success!

The other day in my grade 4/5 class I decided to try a flexible schedule day where students would have the list of subjects available to them on the board with specific tasks under each subject. This is how the day unfolded.

Students entered the room after French and were confused by the fact that the schedule board was blank. Some of them right away started reading the black board and noticed the various subject headings. Under each heading it said grade four and grade five. The subject choices (which are the subjects that I teach on my one day LTO) were: social studies, music, math and library. In library, they are writing their own books right now so that was a writing choice.

I explained to my students that from 9:30 until 3:10, they would have the choice to pick whatever task they wanted and that they could move on when they wanted. If they completed a task, they could come hand it in to me or hand it in on google classroom. On the board I specified which tasks were to be done on google classroom. The only task on the board that required direct instruction was the grade five math task. When students were selecting that task, I asked them to come see me so I could explain it. This happened every so often throughout the day if students chose math.

I also put a “self regulation/independent work” challenge into the day where I told the class if I noticed them working hard and not getting off task, I would give them a green happy face in my app (which I have previously explained) called iDoceo. Before each break, they could come check in with me to ask how many happy faces they had.

At the end of the day, students were able to reflect on the entire experience. Here are the comments directly from the students.

Students comments about their flexible schedule/task day:

I liked the various choices of subjects
I liked how the option to switch when I wanted was there
This allowed us to get things done in our own timing
If you finished early with one task, you could move onto the other without asking what to do next
I liked the flow of free choice
There was no “have to” involved, I loved the flow of free choice
More time to finish things
“You are basically treating us like high school students”

Of my 25 students, all 25 raised their hand when I asked “How many of you prefer this type of schedule to the schedule we usually have?” The schedule we usually have is 60 minutes math, 80 minutes social studies, 40 minutes music..etc.

These were the students comments about the competition where they were asked to stay on task and work responsibly and they would be rewarded with a green smiley face in my app if they were working well:

The smiley faces made us work harder, they were good motivation
I loved the competition aspect of the day
Something to try for rather than just working
I liked finding out how many I had before each break
It reminded me of a race because you would still get smiley faces even if you didn’t win at the end of the day but you still had finished the race
Some people like competition so you can think about it like that or you could just work like usual
Makes you try different things

I really encourage all educators to try this flexible schedule thing! It was just a way of me looking for students that could handle the independent work challenge. The flexible schedule thing came to me while I was looking for a way to challenge students to stay on task and to work independently. I will definitely try this again next week as the kids LOVED it and as you can read, they loved the pressure free environment it allowed them to work in.

May 31, 2018May 31, 2018 Michelle Fenn Constant Learning, Inspiring Teachers, Making a Difference Through Education, Mental Health, Mindfulness, Professional Learning and Growth, Resilience, wellness

Teacher Guilt

I have felt guilty about my job since the first year that I started teaching. I have always felt that I did not do enough, didn’t contact parents enough, didn’t make it fun enough, didn’t write down observations or assessments enough, didn’t do enough intervention with those struggling readers, writers, mathematicians, didn’t do all of the wonderful Pinterest extras, didn’t go above and beyond enough, didn’t volunteer for enough extra curricular activities, didn’t give enough timely critical feedback, didn’t document behaviour enough, didn’t post enough on Seesaw and the big one is not feeling like I get enough work done on the weekend. When I told a colleague about this recently he said, “If you were only doing half of the things that you do, you would still be working harder than me and a whole bunch of your colleagues!” I thought to myself, “Really? I thought everyone else was working harder and doing more than I was and seemed to have it all together.” The truth of it is though, most of us feel like I do and we feel the same way about our colleagues. Rationally, I know that we can’t “do” it all. However, I somehow feel that I might if I just keep trying! Crazy, right?

I lamented to a friend recently that I don’t get enough done on a weekend and always feel guilty on Sunday night. “I have 48 hours every weekend. You’d think I’d be able to get something done! I manage to watch Netflix and read my book. Why do I feel like such a lazy teacher every Sunday night?” Her wise answer was this, “You think you have 48 hours to do work? I suggest you write down what you do in a weekend, write everything down from sleeping to eating to doing the laundry and driving your son around. You’ll see you don’t have 48 hours to do work. You also need to balance with family time and self care. Reading your book or watching Netflix is not being a lazy teacher. It is practicing self care.” So, I did it. I wrote down everything I did in a weekend. Guess what? I had precisely 3-4 hours to do some teacher type work which is on average the amount of work I do practically every weekend.

Social media keeps me connected with friends and family all over the world. Sometimes, however, it also becomes a land mine for guilt. I find myself thinking, “I should be doing that or what a great idea!” I used to send home a hand painted pumpkin at Halloween and hand painted Christmas decorations for every student every year. When I stopped doing it, no one said a word. That is not what the students remember me for years later. They remember the connection and the relationship. They remember my quirky sense of humour and the hand puppet named Butch who is a little irreverent and likes to use the word underwear in whatever song it will fit. I have discovered that I’m not the Pinterest teacher and I have to be okay with that.

After20+ years of teaching I still struggle in thinking that I haven’t done enough but I’m trying to look at all of the things that we have accomplished this year rather than all of the “great ideas” on the many lists that I didn’t accomplish. I will cut myself some slack. I will look at self care as a positive and necessary thing and not a lazy one. On the lists I make now I will put family time first, accompanied by good sleeping habits and good eating habits. Keeping me healthy makes me a better teacher and a better person. So if you struggle like I do, here is a video that a friend suggested to me to help me get through those negative self-talk times when I feel that I am not enough.

Stop It.

You won’t regret watching it. I promise it will make you smile.

April 27, 2018 Arianna Lambert Inquiry, Inspiring Students, Inspiring Teachers, Science, Student Ownership

Science Through Inquiry

I’ve always been excited about Science. Believe it or not, as a child it was my dream to become a Pediatrician. In High School, that dream was slightly crushed by my Grade 11 Chemistry and Grade 12 Co-op teacher who said that I would be a better teacher than Scientist. I thought that if perhaps she had stuck to Science rather than teaching, I may not have been so terrible at it. But that conversation also sparked in me something that made me want to prove her wrong. I went on to get a degree in Science, worked for a chiropractor and then did Pancreas Cancer Research. And then, I got on with my true passion – teaching.

I say this because I think in a very real way, we have the power to be able to shape our students’ interests. If we make a topic or subject engaging, they are more likely to embrace it. If we offer tools to allow them to think critically, collaborate and problem solve, then no matter the content, they can transfer those skills and embrace new learning opportunities.

I remember my experiences and that conversation with my Science/Co-op Teacher vidly because I said that if ever I became a teacher, I would never teach Science in the same way. As a beginning teacher, I think that I did. I taught based on what I remember learning which was through a textbook or worksheets with a few experiments sprinkled in. I wasn’t doing much better because I found myself again mirroring the content-delivery that I was familiar with. It wasn’t until I learned about and understood the power of inquiry that my practice was able to change.

4 years ago I had the privilege of working at John A. Leslie Public School with some amazing teachers who were on a journey through inquiry and looking at how it might be done in the whole school through the theme of water. Classes from Kindergarten through grade 8 were engaged in allowing students to question and explore their own interests related to water. From exploring pollution in the Great Garbage Patch to investigating water scarcity in different parts of the world, – including Canada – students were learning about Science in meaningful ways. Seeing the messiness but high engagement of inquiry allowed for me to make the shift and I haven’t looked back since.

Currently, I teach grade 5 Science and my students have been working on their own inquiry related to Human Body Systems. In the beginning, we watched a few brief videos identifying the systems and their interconnectedness. From that point, students were asked to consider a rich question to investigate related to our learning. Almost every student came up with a different question and they have been investigating them. We’re now at the stage where students are creating artifacts of their learning. Some are creating websites that will host their information for others. Some are creating slides presentations, while other are creating models. Some are even choosing to do a combination of a model and presentation.

During our classes, students are the ones directing what they need to do in order to complete their tasks. They’re collaborating with peers for feedback and to share their information as they learn. They have choice in how they wish to present their learning to others and are excited about doing it in their own way. The process isn’t always as straightforward and sometimes I wish there were more of me to go around and conference with students, but when students are engaged in and learning about something that is meaningful to them, I find it to be the best type of work.

Here’s to hoping that through inquiry, students can find an entry point into the wonderful world of Science.

April 27, 2018 Arianna Lambert Inspiring Students, Inspiring Teachers, Music, The Arts

Our Journey In Music

Last month I blogged about Music and Identity and asked you to stay tuned because my students and I were on a mission to dig a little deeper into the power of song. Well, this month, we did just that. In my last blog, I was really excited to have the opportunity to be interviewed by Noa Daniel for the Personal Playlist Podcast and wondered how I might do something similar in my classroom with students as we were in the process of better understanding identity and the characteristics that shape who we are.

On a bright and sunny – well…maybe it really wasn’t bright or sunny – Monday morning, I shared my own Personal Playlist Podcast with students and asked them to consider their own three songs that would be considered notstalic, descriptive of their identity, and a pick me up. What made that morning bright and sunny was how eager students were to jump into it and find songs that resonated with them based on the 3 categories. As students spoke with one another, listened to song choices and read lyrics, there was a buzz in the room and it amazed me because while I know the power of music, it was evident right in that moment that students were really coming alive and energized to share about parts of themselves through song.

From songs like Brave by Sara Bareilles to This Is Me by Kesha, students were pulling out and sharing lyrics that were meaningful to them. It sparked conversations from some of my most introverted students about how they were feeling and what they were experiencing. In Brave, one student mentioned liking these lyrics:

“Innocence, your history of silence

Won’t do you any good

Did you think it would?

Let your words be anything but empty

Why don’t you tell them the truth?”

She stated that everyone should consider the power of their words, not only to bring others down but to be able to bring about change and to really stand up for who you are. This was the starting point for a discussion on when we hear something or see something that isn’t right, we should say something and not only that, make sure that you are living the words that you are speaking. It was very powerful and resonated with these lyrics from This Is Me:

“I am brave, I am bruised

I am who I’m meant to be, this is me

Look out ’cause here I come

And I’m marching on to the beat I drum

I’m not scared to be seen

I make no apologies, this is me”

The student who shared this song mentioned wanting to be brave although it is sometimes difficult because we are bruised by the words and actions of others. We spoke about marching to beat of our own drums and how it is sometimes hard because it isn’t always accepted or embraced by others. We spoke about the challenges that exist when we want to be seen and yet we are so afraid to stand out. How do we become those who make no apologies for who we are?

As if that wasn’t powerful enough, the sharing grew even deeper when our Co-op student shared her playlist which included a song that wasn’t in English. I assumed that it went without saying that students could choose songs in a different language but because I wasn’t explicit, students stuck to songs they knew in English. When she shared her choices, the room erupted with, “Well, I know this song that my mom used to play to me when I was younger. Listen to this…”. All of a sudden, students were sharing about themselves, their families and their histories through songs from different cultures and languages. Whether or not their peers understood the lyrics to the song, they understood the meaning behind it through the help of their peer. All of a sudden, it was connecting on a deeper level. Music really transcends all boundaries.

A few minutes before the bell rang for recess an announcement came on to say that it was an indoor recess due to the rain. There was no groan this time and students were eager to continue on sharing their Personal Playlist.

I have to thank Noa Daniel for the experience and connecting me back to music in a deeper way and ultimately allowing for my students to share their experiences through music. We’re in the process of writing a musical for tdsbCREATES on identity and our time spent examining our own song choices are really guiding us as we start to write our own lyrics to the songs in our musical.

March 29, 2018March 29, 2018 Arianna Lambert Challenging Topics, Equity, Inspiring Students, Inspiring Teachers, The Arts

Music & Identity

This past week, I had the opportunity to be interviewed by Noa Daniel for the Personal Playlist Podcast on VoicEd. I was asked to identify 3 songs to share: one that held a nostalgic value; one that gave a sense of identity; and one that motivates me. Even though Noa was kind enough to give me a lot of notice, it was difficult for me to find the right songs. When I did, it was amazing how they spoke to different aspect of me and had me thinking about how music is such a powerful tool for allowing us to be able to express our identities and sometimes say things that we have difficulty expressing. I started wondering how something like this might impact my students.

This year, our school was selected to participate in tdsbCREATES which is a program that connects local artists to classrooms in our board in order to shine a light on the Arts and careers in the Arts. Our Artist is a musician who has worked with schools to create the 10-minute musical. This year’s theme is Narratives of NOW – it’s about you, it’s about the world, it’s about time! Immediately, I thought about current issues in the world around us and how students have been speaking up to be able to create change. I also thought about the fact that change usually comes when we identify with a specific issue and so we have started to look at identity and how we might be able to use music to express our own identities and in our understanding of others around us. Today, students had the chance to use a Padlet to be able to add their thoughts on identity after having some time to consider for themselves by making notes in their journals. Many students said that identity is something that we can’t change and is a part of us and that our identities are what makes us unique. They determined that parts of your identity could be based on gender, sexual orientation, race, background, religion and family status. We came to the conclusion that there are many facets to our identities and that there are no two people that can have exact identities because they may also be impacted by lived experiences. It was such a deep discussion and sadly, we had to cut it short for recess.

Thinking about the work that we are about to do with our artist and my recent experience with Noa, my next step might be to get students to consider a song that speaks to their identity and to share the lyrics with us. I think we’ve gotten to the point in our class where we have a sense of respect for one another so that the sharing of songs may be valued and may help us to grow in our understanding of one another. I would be interested in seeing what songs resonate with them and the reasons why. I would also be interested in unpacking the lyrics – considering we will be writing our own for our musical – and seeing how lyrics to a song speak specifically to areas of identity.

I always feel as though I end my blog posts asking you to stay tuned but please do! Next month we will be getting deep into our tdsbCREATES project and I will be blogging about our progress.

Interested in hearing my personal playlist? Check it out this Monday, April 2nd, 2018 at 8:00am and at 7:30pm.

March 29, 2018 Arianna Lambert Inspiring Students, Inspiring Teachers, Math, Modern Learning, Play-Based Learning, Students as Teachers, Use of Technology

Digital Breakouts

Escape Rooms have been all the rage as of late. Over the past couple of years, I’ve learned about and used breakouts in my classroom to engage students and as a tool in assessment for and assessment as learning. Essentially, it’s a Google Slides presentation or a Google Site where there are links to different elements of learning and a form where students or colleagues can enter their responses.

Last week, I was fortunate to work with an amazing group of teachers during #TinkeringThursdays and we spent the time breaking out and considering applications for the classroom. I have to say that students tend to be a little more resilient in trying to solve problems but in this process, it was interesting to see teachers as learners and to consider what students might experience when presented with tasks that challenge them and push them to problem solve.

Breakouts with students

As mentioned before, I enjoy using Breakouts as assessment for and assessment as learning. For me, it allows me to see whether or not my students can apply some of their learning to solve puzzles collaboratively. A couple of weeks ago, I worked on a decimal breakout with my students as a means for assessment for learning. I wanted to understand what they already knew about decimals. Now I used this breakout before with students who were a little further along in their learning and it was great to see that my current group of students took the time to view the videos in order to learn or understand a concept in a deeper way, whereas my previous students were more able to apply their learning to solve the problems. Either way, there was the support needed to help guide them as they problem solved. When we work on breakouts, I usually have students work in groups of 2 or 3 so that they have the opportunity to collaborate and possibly look at a problem from a different perspective.

Breakouts with colleagues

Over the past year, I have had the opportunity to present sessions on Digital Breakouts to colleagues and it’s been so much fun. In each session, we start with a breakout and I’ve seen this as a great way to engage in learning in a fun way. This got me thinking about how we might be able to use breakouts to engage colleagues in new learning in staff meetings or PD sessions. Rather than having information delivered, could this be a tool where we – like our students – discover and learn on our own? I’m starting to think about more applications for breakouts with colleagues so stay tuned!

Next Steps

While writing this blog, I started to think about gamification in the classroom. How might it engage some learners and what might the implications be for students who truly enjoy learning in this way? It also had me thinking that it was great that students had an experience in learning though a breakout, but what’s next? How might we use student-created games to not only facilitate their own learning but collaborative learning in our classrooms? My next step is to get my students to start creating their own and getting them to consider how they develop their questions and how they determine what information might be helpful to others solving the problems in their games. Again, I’ll keep you posted. In the meanwhile, if you’re interested in trying the breakout that we used for #TinkeringThursdays, click on the image below. The last couple of slides have important information on creating your own.

Also, please feel free to share how you are using games – like breakouts – in your classroom for student learning or learning with colleagues. I would love to hear from you!

March 20, 2018 Michelle Fenn Communication Tools, Constant Learning, Curriculum Planning, Genius Hour, Inquiry, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Planning, Professional Learning and Growth, Technology in school, Use of Technology

Twitter EDU

Over the last few years many people have become disgusted and disenchanted with the platform of Twitter. I agree that it can be an echo chamber for those who like to hear their own voice. However, I also know that it can be an effective Professional Learning tool. I have created an entire Professional Learning Network on Twitter because of the people that I chose to follow and I am diligent about blocking people who are spreading unworthy tweets. My Twitter account posts nothing personal. It is about my own professional learning. With Twitter colleagues challenge my thinking regularly. Questions that I have for my educational colleagues are answered immediately and without judgment. Global connections are made easily and then I use these connections to learn with my students.

Let me give you a few examples of how I’ve used Twitter in the classroom. One of my students brought in a rock with a fossil on it from his backyard. We took a photo and tweeted it out to find out if anyone could tell us what it was and the approximate age. Within an hour we heard back from a scientist at the ROM. He had an answer for us and was happy to help. In fact, he told us that corresponding on social media at the ROM as a scientist IS his job! One of the students brought in a mushroom from the woods near their house. We tweeted out to our PLN because they wanted to know whether or not it was edible. We were answered immediately and there were many links to other sites for information that sent us on a further journey into the wonderful world of fungi. Consequently, the advice from our Twitter contact was to never eat anything you find in the woods unless you are a scientist. In music, we were learning the words to a song by the Alternate Routes band and the students asked to tweet the band. They tweeted us back thanking us for the support and encouraging us to keep singing. We found some great classes across Canada to Skype with through Twitter and did mystery number finds with other grade 1 and 2 classes. You get out of Twitter what you are willing to put into it.

I have gotten more out of 15 minute Twitter education chats than I have out of some day long workshops. The educators on Twitter chats are there by choice and they are passionate about education. The questions are specific and the answers are in 140 characters. The best part is, you don’t even have to comment if you don’t feel comfortable. You can just sit back and learn. I have also met these Tweeters in person at IT conferences and taken their workshops. Knowing the presenters ahead of time and having a connection is like going to a concert when you already know the newest album really well; it makes the experience richer and deeper.

Here are a few EDUTweeters that I suggest you follow to get started:

@dougpete @peterskillen @brendasherry @avivalova @mraspinall @sylviaduckworth @Toadmummy (that’s me)

Here are a few #hashtags to follow

#EdchatON #edtechchat #teacheredchat #bfc530

Twitter may not be your thing, but don’t knock it until you’ve tried it as your #PLN. I guarantee you will find some ideas for #deeperlearning or #inquiryed.

February 27, 2018 Arianna Lambert Constant Learning, Genius Hour, Inspiring Students, Inspiring Teachers, Learning in a Real Life Context, Students as Teachers

Collaboration Amongst The Grades

Have you ever asked kindergarten students what bugs them? Well, we were on a mission to do just that and I’m pretty amazed by what they have come up with!

Over the years, my students and I have had the opportunity to work with younger students for Reading Buddies. And while it’s always great to have a chance to read to each other, I wondered if there was something more that could be done in order to foster true collaboration and maybe even a leadership role for my older students. This year, we partnered with a kindergarten class in the hopes of seeing how we might be able to engage kindergarten students in STEM activities. From building with linking cubes to creating amazing structures with straws, my students have been growing in the area of questioning and documenting the works of their buddies. They’ve learned that kindergarten students can cut in straight lines, given a bit of guidance and that with the right questions, they can have incredibly imaginative conversations.

Kinder2

Using the Engineering Design Process, we are currently working on creating solutions for some of the things that bug them. We started the process with a brainstorming sheet and I should have left the bugs off of the top because it quickly became that the biggest problem were bugs themselves. I need to keep in mind that kindergarten students can be literal. After some discussion, we realized that while there were many who were bugged by bugs, some found it difficult to tie their shoes or carry their backpacks. Others found it a challenge to keep their devices out of the hands of their older siblings and still others found that the blocks in Kindergarten weren’t decorative enough and were way too big.

Kinder6 Kinder4 Kinder5

Our next step was to use a Design Template to really identify the specifics of the bug and then to work on designing a solution, including a list of materials. After some research with their buddies, this past week, we took some time to create paper prototypes of our solutions to ensure that what we envisioned was something that we might actually be able to bring to life. It was glorious. I asked my students to really take a step back and allow for the kindergarten students to be the lead in building with paper and they rose to the occasion. From asking for rulers to create straight lines to sharing that a cube has 6 faces, the kindergartens were really excited to share what they already knew and weren’t shy to ask for a helping hand when they needed it.

Kinder1 Next week we are on to our build and learning about hand tool safety in kindergarten. It’s sure to be a new adventure and I can’t wait to see and share the actual solutions that they create.

In what ways are you collaborating with others in your building? Is there a way in which you might allow for greater student leadership through a similar partnership? I’m always wondering what educators are doing in their buildings to foster collaboration amongst staff and students. Let’s start a conversation and share ideas here.