#ZombieApocalypseRoom207

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The Zombies of Room 207

I am NOT against play.

I wish there were more time for it. And, time is my enemy. I have a lot to teach in a very limited amount of time.

Time is against me in another way, as well: I constantly ask myself, “How will this learning stand the test of time? Why would my students remember any of this?”

One answer to this question:

#ZombieApocalypseRoom207

It was the first day of ELA standardized testing. I still had several math concepts to teach IMG_4199before students took the Math PSSAs (Pennsylvania’s standardized tests for elementary schools).

How would I present math when students’ brains were fried?

Serve them up for Zombie hors devours!

I wonder, now, if it was the metaphor of brain-eating, zombie-creating testing that got me on this kick. Either way, everyone loves a good apocalypse theme… And, I delivered. As soon as I got rid of my PSSA tests and dropped my students off at lunch, I recovered my stowed away phone and went to work.

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Problem from ReadyMath that I revamped with zombie theme

Earlier in the year a student had shown me the app Chatterpix. I used this to snap a pic of our classroom spider and make it talk. This spider, EEKK, named after the way students are supposed to sit on the carpet while pair-sharing; Elbow, Elbow, Knee to Knee; has been hanging out in our third grade classroom since his introduction early in the year. I was moving him every now and again, suggesting that he wanted new vantage points from which to witness students’ good behavior/sharing skills. The students love pretending things are alive, and we had fun with it. When I wasn’t moving him for a while students began grumbling and commenting, so I hid him away. Now, 5 min. away from kids, I took a picture of EEKK who was in a cabinet next to the squirt bottle I use to mist the plants. When students watched the video, they exploded in predictions of where EEKK was hidden!

The message of the video was simple: There are zombies lurking, and we need to learn capacity.

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Pic of 2nd day: Review Gallon Guy and workout perimeter problem

Just as I had predicted, my third grade students didn’t care that a toy spider wasn’t alive; that, if it were, it wouldn’t be able to handle a squirt bottle; or that a tiny squirt bottle of water wouldn’t be enough to fend off zombies! They were thrilled to learn about standard liquid measurement and copy my Gallon Guy drawing from the board. I got out containers, and we discussed capacity. 

The next day, was Tuesday, the second day of standardized ELA testing (PSSAs) in the morning. As per law, I put all electronic devices away, until I had rid my room of PSSA materials. While the students were at lunch, I made a new movie. This time, I got fancier. I took a snapshot of EEKK on red tile and used Apple’s Keynote App to erase all of the red background with Instant Alpha. Then I stuck him on top of a pic of a moat.

Chatterpix was used to make EEKK present a new problem of creating a perimeter to protect the classroom spider from zombies while he rested. He couldn’t be on guard 24/7!

With each passing day, I added increasingly difficult problems to EEKK’s predicament. After digging a moat, EEKK had to fill it with water. If it took him 5 minutes to get one gallon, and each linear foot of moat required two gallons, how long would it take to completely fill the moat? Was this question real-world? Well, minus the zombie theme, yeah, I think so;)

img_1572.jpgEEKK wasn’t completely secure, surrounded by only a moat. He decided to build a fort on

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I had to review this several times.

the land he had partitioned from the zombie-infected outside. Luckily Amazon was still going strong and available to drone-drop an order of lumber on EEKK’s land square. But, we needed to figure out how much it would cost us. While the outer perimeter of the moat was a 10′ X 10′ square, the moat took up some of the inside space. If the moat was exactly one foot wide all the way around, what would the perimeter of the inner square be? Students needed some perception help with this one. I even had to break out the clay and make a moat to demonstrate the inside square being smaller than the outside one.

Once we figured out the perimeter of the inner square, which would be the length of fence that EEKK would construct, we had to calculate how much this material would cost. Each foot of lumber was going to require $1.25.

The #ZombieApocalypseRoom207 was so much fun that more characters wanted in on the action! Enter the #PolitePirates. Now, #CaptainIronKnee, Mary (pronounced “muh-ree” for a different story), and Zeus want in on EEKK’s pristine perimeter project. They are a little picky, though. They each want their own space. Now, we must figure out how much more  lumber we will need in order to build walls within our fort to partition individual spaces for each of the four inhabitants. Plus, they need a “Common Place” for all of them to eat and converse together; a shared space.

For this part of the project, I had students use the geoboard app on their iPads. They had to make the perimeter of the fort, 8 units by 8 units, with one “rubber band”. Then they could create any size spaces within that for the four characters, leaving an additional, fifth space, for the common space. The only parameter was that all of the corners must

perimeter of 5 spaces
This clever student had the idea of drawing lines on each unit to keep track of counting.

be right angles. (This was so that the linear measurement of perimeter was more accurate. It was enough to figure out the cost and time to construct our forts. I didn’t need to teach the pythagorean theorem on top of everything else!)

Once they designed their fort interiors, they had to figure out how much the materials would cost. “Keeping linear units at the price of $1.25/each, how much money are we looking at spending for your fort?”

One thing that was very difficult to communicate clearly was the fact that you didn’t have to count a unit that functioned as two walls twice: If a room inside the fort shares a wall with the outer perimeter or another room, you only count that structure once. (It is tricky, even, to write about this.)

Self-Reflection: What I would do differently

The apocalypse began in fantastic form. The students loved it. The theme was fun and the problems were challenging and engaging. They quickly became overwhelming, however. There needed to be more teaching. I sat with some struggling students and walked them through the use of geoboard. I had them make the same exact shapes as me, and we figured out the perimeters together. This worked well.

Also, the idea of shared walls was very tricky. Two things could remedy this confusion. Make the parameters so that not walls would be shared, or have kids use popsicle sticks to actually build model forts. I wanted to do this last idea, but Wegmans didn’t have any sticks, and I was out of time. Teams could use clay bases and even fill the moat with water. Manipulative money could be used to “buy” the materials from a Zombie store. Students could earn the money by doing chores or figuring out other problems.


Another lesson-learned: Don’t overdo the theme. I am guilty of this. I tried doing a data lesson using the zombies, and not only did everyone grown, but it didn’t even make that much sense without teaching data-analysis, first. The video is cute, and I’ll use it in the future. Plus, students did love the game of throwing zombies at the school.

Self-Reflection: AWESOMENESS and things to grow

Even though the data lesson was not perfect, it gave us Zombie puppets. I had the students use the puppets for an ELA lesson. They made their own Chatterpix videos where their zombies told stories.

The creativity and open-ended practice was unparalleled.

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The teaching and creativity seemed endless!

The teaching moments were limitless. I never even got into the cost of carpeting the inside of the fort with different flooring styles! We discussed and figured out area, but it was enough to reteach/learn fractions with four quarters equaling one dollar and division with 12 being broken up into groups of four (quarters) to see the money problem different ways.

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This student began erasing her art because she thought she was in trouble. “NOOOOOOOO!!!” I shouted. She had drawn the Polite Pirates talking over their fort fence with the misunderstood zombies.

And then there is the artwork. In addition to coloring in the zombie puppets, some students drew illustrations for their videos. I had given the class the premise for their zombie stories: The zombies didn’t really want to eat brains. They just wanted to be smart, and they thought that eating brains would help them. The Polite Pirates explained the problem of this misperception to the zombies and everything was fixed. Each student made up his/her own rendition of the story.

The Future of #ZombieApocalypseRoom207

In the future I’d like to incorporate some supplemental reading and ELA components. My friend, Julia Dweck has written a couple of cute kid books about zombies that I would love to incorporate.

Can you recommend others in the comments?

Any other zombie must-dos?

Seamless Simple iMovie Integration

IMG_3324iMovie 1.o

I finally introduced iMovie to my students this past week. We’ve had our iPads since Christmas, but we’ve been busy. Last week my students read text and watched videos about St. Patrick’s Day from a Google slideshow (1). They took notes as they learned.

When they concluded the slideshow/I told them time was up (2), they began making their iMovies. Before opening the app, they acquired four images (3) to import into iMovie. IMG_1218After making the first image a title slide (4) with information about themselves and their project, the students produced voiceovers for each of the remaining three pictures. They recorded themselves reading their notes. To finish off the project, students added background music. “How would the students share these videos with me and each other?” I wondered. Without skipping a cognitive beat, I thought of importing them into Flipgrid. This worked without a hitch. I made a new topic in my classroom Flipgrid, and kids figured out how to import their movies. They loved being able to watch each other’s movies and comment on the pictures and information.

iMovie 2.o

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Mr. Weimann teaching iMovie to a combined rooms 205 and 207

Immediately following the St. Patrick’s Day project, I had my class begin a new iMovie. This one was going to be about how animals communicate. There is a “Photo Essay” in the STORYtown textbook that I frequent for lessons called “How Animals Talk”. The How Animals Talk written responseaccompanying assessment for this text has a written response asking students to explain why it is important for animals to communicate. I thought it would be fun for my students to publish movies about this, rather than simply writing about it. Using pictures would reinforce the nature of the “Photo Essay” genre that STORYtown was presenting.

Building on the introduction to iMovie students just experienced, I added the element of picture in picture (PIP) to students’ production tool knowledge. This time students would have more images, and instead of using voiceover, they would videotape themselves reading a script. This video would be added to their movies as a frame on top of the slideshow of images. Additionally, students would use an iMovie built-in theme: I had them use the News theme because they were reporting on animals. Also, this theme has awesome text graphics! We used the News theme music, as well.

This time students would collect specific images. They had to find pictures that illustrated their animal communicating. There should be three or four per animal. And, students were to report on three or more animals in their movies. The notes about animals “talking” to each other should be written as a script. The script could be typed into an online teleprompter program (5) or app. This is neat because it makes the font big and easy to read, plus moves so kids can keep a reasonable pace. IMG_1236

After students acquire their images and record their videos, they are ready to make their movies. Just like last time, they import all of the pictures, first. They move the pics around, stretch them out, adjust the Ken Burns, if they like. Then students add the theme effects. Next, they insert the PIP. At this point students should include text on some of the images. I had my students provide sources for the information that they shared. They could tell the name of the animal, also. Kids will need to resize and position the PIP so that it doesn’t cover any of the image that is important, and so that it does not get covered by the text.

iMovie 3.o will involve showing students how to fine-tune volume, fading, and generally polishing their productions. I want them to understand the importance of quality before moving on to greater and greater quantity.

iMovie 4.o will teach detaching audio. This is neat, because watching someone talk for too long is boring. You can videotape yourself speaking, and break up the video by inserting pictures, all the while keeping the audio track playing in the background. (It is important to learn all about adjusting volume before this lesson, because when you detach audio iMovie automatically makes it louder.)

Notes:

  1. Obviously, this kind of project could be conducted on any topic. St. Patrick’s Day just happened to be the event that corresponded with me finally being ready to have my students use this tool. The main thing to consider is having the students only wrestle with one thing at a time. I recommend already having information compiled for them. Don’t have them research, conducting all kinds of steps before ever getting to making their iMovie. Then they won’t remember how to make one. My students had a one-stop shop of a trough of info about one topic within the Google slideshow.
  2. I gave them plenty of time, but stopped everyone at the same time, regardless of finishing the slideshow. (Honestly, it had too much information in it, anyway.) This way I could help everyone with iMovie at the same time. They were all on the same page. They could go back to the slideshow to learn more when they finished their movie.
  3. Here is where digital citizenry comes into play. Kids are already familiar with Google Images. Because we are going to be making  movies using the pictures, and we plan to published them, images that are copyrighted are a no go. Kids can use “advanced search” in Google Images to find usable images,
    or Richard Byrne provides a list of 9 websites that have images available for “reuse”:
    https://www.freetech4teachers.com/2011/06/9-places-to-find-creative-commons.html
  4. “Slide”–I called the images in the iMovie app slides because my students are used to Google Slides, and the pics look like lined up slides. “You can stretch each slide so that it takes up more time in your movie, for a longer voiceover. You can rearrange, delete and add more slides. Also, you can add text to your slides.”
  5. A teleprompter program I found through a grad class at Kutztown University is https://cueprompter.com/

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10 Things to Keep in Mind When Collaborating With Others

I’ve recently begun communicating with a couple of teachers from the other side of the world. This has been very exciting, but also attitude-altering in several ways. I wanted to share some of the things I’ve learned at the outset of attempting to foster these new relationships with international colleagues.

ONE. Compromise

I begin with the most basic and obvious. Clearly, for any collaboration to get off the ground, there must be give and take. An airplane needs both aerodynamic wing design AND speed. Without the one it is a very fast weird-looking car, and without the other it is little more than a model of a plane. Speed pushes the air around the wings so that the craft lifts off of the ground. Hopefully, you get the picture, but if you want to go down that rabbit-hole, enjoy. I’ll see you later:)


TWO. Active Listening

This means seeking to understand. Because we are only using text, and my collaborative partner comes from a totally different *everything from me, I must be a super sleuth to find context for concepts. One thing I try to do is “un-think” much of my expectations, as well as not assume that my partner knows American educational habits. This past week I had Monday off due to snow. Then, Friday there wasn’t school for students because of Professional Development. Do my international teaching friends experience these conundrums?

*In addition to all of the concrete differences and experiential differences, there are the attitudes and mindsets that will be different. Are days off considered “off” to people in other countries? Perhaps time away from school is full of more work than being in school.


THREE. Give Up Google

Don’t have a stroke Alice Keeler, but not everyone in the world uses Google. I do, and I love it. In fact, I spend more time in my G suite than my house. (Right now, I’m typing this in Google Doc, planning to copy and paste it into WordPress.)

This may be hard to imagine for some, but what if there were something better than Google? Right now, America is the most powerful and largest tech market, but it isn’t the biggest. China and India dwarf the U.S.A. Were those countries to develop a system that worked better and was even more easily accessible, Google would be Lincoln Logs next to Legos. As collaborators and educators, we would do well to have an open mind and try out whatever our partner wants to use.

All that being said, there is the whole if you set it free and it comes back to you business. I did suggest Google to my pen pals. One person is familiar with Google, and her students use Drive. Another person’s students don’t. With this second collaborator I will be using ePals program to connect my students with hers. We will see how it goes.


FOUR. Swallow Pride

This will read funny after what I just said, but when I found out a collaborating partner from another side of the world didn’t use Google very much, I thought, “Great! An opportunity to show you how awesome, useful, and helpful it its!” I did not email this sentiment, however. Instead, I thought about what the goal of our collaboration should be. Did this person sign up to have her students pen pal with mine, only to have me preach at her about the benefits of Google? We both expect to grow and learn through the experience, but I don’t want to turn off my partner by acting or even dreaming of tech superiority.

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Scarlet and Sonia on vacation.

You arrange to hangout with someone. The new friend suggests riding bikes to a park for a picnic lunch. Do you insist that the two of you drive? “It’ll be faster. The lunch won’t spill or cool off. It’s more convenient…” For you, maybe. If you insist on driving, you could drive your friend away. Even if the new acquaintance agrees to be driven, and the lunch doesn’t spill or cool off, your fragile new relationship could.

3319673304_53ea643fedPerhaps your partner has driven a car before–Maybe they have a Ferrari sitting in the garage that you’ll be able to experience if you allow the friendship to blossom naturally.

 


FIVE. Keep it Consistent: “Rotisserie Relationship”

Keep it moving. Try to stay on top of communication. Maybe even agree on frequency. Do you expect to hear from each other once a week, every other day. Might you be setting yourself up for failure hoping to correspond every day? Take turns and practice a comfortable, reliable back and forth.


SIX. Adjust the Temperature

When cooking marshmallows over a fire, there are three ways to do it.

  1. Grab a raw marshmallow from the bag and plop it in your mouth. You might be too impatient to wait. Or, maybe you just prefer raw marshmallows to gooey, sticky ones.
  2. Thrust the marshmallow right into the flames of the fire. It will light up like a torch. Let it burn for a few seconds. After blowing out the flames, you plop the carcinogen-crusted half-melted marshmallow in your mouth. These have some yummy melted marshmallow, but the papery skin sticks to the roof of your mouth and tastes burnt, which it is. And, the center is still raw.
  3. You know how this one goes. The experienced, patient person waits for the fire to burn to red-hot embers. He finds just the right stick and wittles the end while he waits. Once the cooking conditions are just right, the master marshmallow melter delicately develops a rich brown color on all sides by slowly spinning the fat white column over the heat… checking often for discoloration. The most important thing to know is that it isn’t the flame that cooks the marshmallow; It’s the heat. Embers are hotter than flames, but they take time to develop.

SEVEN. Don’t Pile On

Personally, I have too much to say, in general, clearly;)

I have to work at taming myself to 1 or 2 ideas per communiqué. This is not my strong suit, but I have found that too many ideas can smother a relationship. If you put too many sticks on a fire, do you know what happens? It dies out. (I’m still thinking about those marshmallows.) Fire needs to breath. It is best to add just a few sticks at a time. Let them catch. Then add more. Or, when adding a lot of wood to a fire, be sure that there is an air vent; a place where oxygen can reach the heart of the fire.

When participating in a conversation, try to be masterful about it. Add thoughts that have to do with what other people are talking about. Only tell one story and limit the details. Give listeners the opportunity to ask to hear more. Don’t hog the mic. And, never drop it. Inevitably, it will definitely land on your metaphorical foot.


EIGHT. Be Humble

This may exist as “Eight” in the list, but can be woven in and out of every sentence of this blog. In other words, it is every number.

Humility can be your savior. Back to the “Driving to the picnic” analogy: How would your partner feel if he or she only owned a bicycle, and you show up in a Ferrari? You may as well rev your engine and run over the partner’s pet dog on your way to your picnic. Hubris is killer.


NINE. Questions Show You Care

Always include questions. Again, only a couple; don’t make your correspondent feel like he is taking a survey. It might work well to volunteer your own answer to the question that you asked your new friend. I recently told my pen pal about having to take a “snow day” because of inclement weather. Then I asked if it snows where she lives. A better question, now that I think about it, would have been, “What kinds of things might cause you and your students to close up shop and not have school for a day or more?” Yeah, I think I’m going to go type that into my next correspondence.

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I am asking a student questions about her salsa during our annual 3rd grade salsa taste-testing event.

And, now that my list is just about over and you have come to the end of this blog, I will practice what I preach by asking you:

  • Which of these ideas resonated with you and why?
  • What experience have you had communicating with people from other countries?
  • How did you get in touch with these individuals? (Others might be interested in starting a collaborative project, so provide some specifics, including links, please.)
  • What do you plan to do with the information that you just read?

I ask you these questions because I care; more than caring that you read this blog, I care about people collaborating effectively. I care about people making friends, working together, growing as humans. I care for humanity…  evolving to be better.


TEN. Distance

 

This is related to “Don’t Pile On” (no. 7). Make sure that there is enough space for your partner to provide suggestions.

Relationships are like a simple game of catch. Is it fun to toss a ball to someone who is 2 feet from you? No. The further away, the better.

You start off close, but with mastery, you move further from one another. There will come a point when the distance becomes too challenging or ineffective. And then, you make adjustments. This space can be applied to time, proximity (you are not going to email the person sitting next to you), and ideas (tossing the same thought back and forth gets boring).


Okay. All done. Now, back to “Questions Show You Care”, I’d love to hear your thoughts on all of this… Well, on part of this… Okay, just tell me nice things… No, really, I want to read your thoughts, whatever they are. Just frame them nicely, please. Thank you.

 

“Sympathy for Creativity” A GarageBand Project

Creativity is one of those things that everyone understands, but has a hard time defining. I think art, and especially music emulates the essence of creativity the best. Musical artists seem to tap heaven when coming up with completely new melodies.


Henriksen, Mishra, & Fisser (2016) use three concepts to build a definition of creativity: novelty, effectiveness, and appropriateness. This is perfectly fine, if we are using creativity solely to solve specific problems within the context of an educational environment. In my opinion, the last two concepts flatten creativity into a two-dimensional word that can be explained away in a paper.

I think that you can stop after “novel”. The authors of “Infusing Creativity and Technology in 21st Century Education: A Systemic View for Change” (2016) take the magic of Willy Wonka and stick it into Henry Ford’s assembly line when they push productivity onto creative people. They, like many, seem to be looking for ways to harness creativity in order to power old machinery. Sticking art in the regular-ed classroom won’t transform it. We need to break down the walls!Animated GIF-source

Applying the limiting definition of Henriksen, Mishra, & Fisser (2016) to a problem like making Internet connections faster would make wires carry more and more information, faster and faster. Perhaps there brand of creativity could even think up Wifi. The most creative person might harness the Earth’s Mantle to transport information from one side to the other instantaneously without using energy. This is all super helpful, would benefit society, make money for companies, save money for others, create jobs, foster new research, etc. But, what about the kid who thinks about changing the information from the Internet in general. We praise the kid who builds the most amazing structure with Legos and punish the one who uses the Legos to form a picture. That is not how Legos work. You did not build anything. Another kid makes the Legos dance and sing. They put on a play. Still another builds with the Lego people a structure that the blocks live in. Whoa, that kid is reeeeeaaaally wrong!

Play for play sake. Be creative just to be creative. Come up with new ideas, just cuz.


This past summer I decided this would be the year that I explore a program that has evaded me for a while now: GarageBand. I watched a tutorial video that lit a fire in me to make my own music for the videos that I create. (I produce a lot of movies that I post on Youtube.)

The Rolling Stones
The Stones 1968, the year “Sympathy for the Devil” was recorded

I had a cool idea for how to use GarageBand: My class will take a song and change the lyrics, making a classroom song. I chose “Sympathy for the Devil” by The Rolling Stones. I’m sure that you think this is a crazy choice for a 3rd grade classroom. It is, but let me explain with some A, B, Cs… and a D;)

A

A is for A+. I love the song. The music is catchy, singable, memorable, rhythmic, and fun. Also, it uses tons of different instruments. This would be great for my class, because everyone could have a “part” in its construction. If we were to perform the music live, literally every single kid could be playing a totally different instrument!

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Mr. Peters shows Ss some different instruments available.

B

B is for Beginning. The song is sort of a riddle, asking listeners to “Guess my name”. At the beginning of the year (when I had thought about working on this) we are all getting to know one another. I had my students make “Who Am I Riddle Poems” to share things about themselves that are unique from others. We would take this concept and use it “whole group” to distinguish our class from other classes.

C

IMG_0650C is for simple, yet complex. The song is made up of 4 verses with a repeating chorus. The chord progression is E, D, A, E, with the change on the first beat of each of four measures. Dylan Peters (@DylanPetersedu), the brand new Technology Innovator Specialist hired to East Penn School District this past summer (2018) worked with me from the get go to teach my students (and me) how to use GarageBand. We used the “Autoplay” feature to have the instruments play simple rhythms. After guiding groups through creating the same set of four instruments playing the same four measures of music, we showed them how they could change the instruments, altering percussion styles, and fooling with some really funky disc jockey features.

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Thank you, Mr. Peters for all of your help with this project!

D

And, D. is for “dynamic”. [Dynamic was the theme of a recent #livechat I participated in from #masterychat, @teachbetterteam. I looked up the word, and found that it means “change”.] The original song by The Rolling Stones changes throughout, progressively increasing the tempo, number of sounds, and musical involvement. This is not only fun, but would allow for my entire class to be hooting and howling by the end! (Give the song a listen, and you’ll see.)

So far, the groups have been working on changing the instruments within GarageBand to customize their four measures before we piece them all together. The aim is for four totally different styles of the same music to be joined just like the students of my third grade class came from different 2nd grade teachers, possessing very different styles of teaching, personalities, and methods.

This past week I began teaching poetry, in preparation for the class to write the lyrics that will accompany our music. Dylan Peters plans to bring in a professional-style microphone to record the class’s singing once our composition is complete. Check back with me to see and hear the final product.

I mention this GarageBand project not just to share a pretty creative idea, but because of a question my wife posed: What are the learning outcomes for this? At first, I thought about justifying the time, energy, thought, and work by suggesting ELA, Art, or Math standards. Then I thought about explaining to her the camaraderie-constructing merit of the project. I settled on “We are just doing it for fun.” Why does this seem so wrong in today’s educational climate?   

Sources:

Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing Creativity and Technology in 21st Century Education: A Systemic View for Change. Educational Technology & Society, 19 (3), 27–37.

[Sanjay C]. (2018, January 20). GarageBand on your iPad Quick -START TO FINISH! . Retrieved from https://youtu.be/ykGRexBtcXQ

Weimann, M. (2018, September 23). Critical Thinking is Classy. Retrieved October 20, 2018, from https://thecaptainofclass.com/2018/09/23/critical-thinking-is-classy/ [This is the first time that I have ever cited my own work.]

[zwwlg]. (2016, March 12). Ken Robinson – Do schools kill creativity/TED Talks. . Retrieved from https://youtu.be/tQzC7ubJriE

Can Tech Tools Stifle Creativity?

Just over a week ago I produced the coolest off-the-cuff formative assessment using Google Slides. Students accessed a slideshow that I threw together right before getting them from recess. There was a picture in it that I wanted them to use to identify arrays.  

My 3rd graders have struggled with learning multiplication at the very beginning of the year, as I have struggled teaching it right out of the gate. See, my district just signed on to use iReady math, and everyone is experiencing some growing pains.

Scarlet
Scarlet plays with some blocks I brought home.

We have been looking at arrays, frontwards and backwards. I had brought some connecting blocks home to take pictures for a quiz I would administer, when an idea hit me. My daughter Scarlet was enjoying constructing shapes with the blocks, and she built a robot. Rather than making nice neat rectangles for my students, I’d have them find the arrays that lay hidden in this robot. I love combining life experiences and teaching moments, so I told my students about the robot’s inception and their assignment. They loved it and jumped right in.

I had taken a picture of the simple combination of blocks and uploaded it to a Google slideshow. Students were to find the slideshow (a copy per student) waiting for them in their Math Google Classroom. They were to identify different arrays by circling them. I also told them to label the arrays appropriately; Putting the number of rows first, and then the number of columns.

sloppy iPadMy classroom has a mishmash of different devices. I literally did not know how they were going to outline their arrays, but I did know that there was more than one way. The iPads are pretty easy. Kids can click on the assigned Google slideshow and immediately start drawing and writing all over the slides, without opening it in the Google Slides App. When students are done they can save/submit the work as a PDF.

On the Chromebooks and Macs, students could put shapes on top of the arrays, but then they would have to adjust the shape to be transparent. Students found a tool called “Scribble” under the “Line” icon within slides that worked the best. They could draw (using two hands) a rectangle around the arrays they found. Then they used the regular “Line” to connect the array to a “Text Box” that they typed the array inside. These lines were very thin and black, so students worked out a way to change the color and thicken up the lines. They also used this experience to find out how to change the font size, color, etc. of text. I witnessed my students teaching themselves the technology, problem-solving in many more ways than one, using creativity for practical reasons, and experiencing tremendous success, both practically and mathematically!

All in all, the lesson was a smashing success. I was very happy with how well my students did identifying the arrays. And I was incredibly impressed with the ingenuity they showed in figuring out the best ways to show their work, using the tools at their disposal.

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Heather Moser Empowers EPSD Teachers w/ Terrific Tech Tools

Now, this is where the title of this blog comes into play. The aforementioned lesson took place on the Thursday before Columbus Day Weekend. On Monday (Columbus day) my school district had a professional development inservice. I attended an incredible session titled “iPads Untethered”, taught by East Penn Tech Instructional Assistant, Heather Moser. She started out the teacher learning time with an app called “Sketches”. Kids can use this app to easily draw all over images that are either shared with them or they generate from taking a picture. The sketches can be saved in organized folders, shared, or submitted. We then moved on to doodling all over images in Notes, another easy to use app that comes preinstalled on iPads. It was as though Heather knew about my lesson and was saying, “Gee, Captain, you could have simply used one of these.”

The catch is that both my students and myself grew threw our productive struggle. Problem-solving ways to show arrays within Google Slides helped us learn all kinds of things. Also, I liked my ability to link comments to student work when it came time for me to provide feedback and grades for this assessment on the fly. In the future, when my students have one iPad/kid I can use the awesome apps that Mrs. Moser showed teachers during professional development. Robot

Those simple-to-use drawing tools would make it much easier and faster to perform an assessment like the one I had planned, but would this rob my students of the opportunity for productive struggle? As digital tools make life easier and easier, we teachers will have to be creative in finding ways to make tasks challenging. 

Student-Owned Education is Classy

It’s not just about giving kids access to computers and the Internet; Teachers must instruct kids how to use technology “innovatively.” It’s all about the SAMR model (Substitute, Augmentation, Modification, and Redefinition). Teachers should stop worrying about redefining technology, and let it redefine their teaching. Then substitution, augmentation, and modification will fall into place.

What has technology done for our teaching?

van
This pic shows my trusty van, the 1st vehicle I ever owned, in front of a flower shop that one of my crews painted during the summer of 1994. (Collegeville, PA.)

When I was in college I had the amazing opportunity to run my own outdoor house painting business through a corporation called College Pro Painters. This company hired and trained college students to operate franchises — reproductions of the original business begun by a college student, Greig Clark, from Canada in 1971. The training did not spend any time teaching us managers how to paint. It concentrated on teaching us how to train our painters to produce high-quality work by requiring seemingly “barely achievable” expectations. We also learned how to hire our workers, estimate prices, budget supplies, and land jobs.

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Here I am getting a crew ready to spray the outside of a house (1995).

I had painted for one of the College Pro Painting franchise owners the summer before I was hired to run my own business. It had been a rewarding, successful, and lucrative summer job. Thus, I knew how to paint, and I could do it well.

There came a point in the summer that I was managing three different crews made up of between three and five painters, each, when I was frustrated by the rate of slow production and low quality work. I confessed to my district manager, my boss, that I wished I could just go out there and paint the darn houses, myself! He told me a story.

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One of my crews painting a twin in Pottstown, PA (1994).

Before becoming the district manager of the entire North Eastern United States, he had been in the same shoes as me. He was estimating, budgeting, hiring, and training with barely time to sleep and eat. Then his dad got ill. His mom had died when he was young. He had no siblings. It was up to him to help his father.

Maybe you think his business suffered. It didn’t. This incredible businessman began running his business from home. He started having his foremen stop by his house in the mornings. They would pick up orders and estimates. Then they would get supplies from the paint store that the manager had called in. The foremen would talk to the homeowners, walking them around at the end of each day, discussing the progress of the project, and even finalize the job, collecting the final check.

phone-2476595_960_720The ground-breaking technology that made all of this happen back in 1990 was the… ready for this? Telephone. Homeowners called an 800 number to ask for estimates for painting. Because the manager was stuck at home, he was able to check his leads several times a day, calling homeowners back nearly immediately. He scheduled all of his estimates on the same day and back to back, rather than spreading them out. By the end of the summer, the manager who seemed the most limited was able to produce far more painting work than any other manager in his district.

This tale resonated with me. Rather than taking over the work that my painters were producing “under par” and slowly, I gave my employees more responsibilities. I stopped running around town like a manager with his head cut off. No longer did I talk to each painter. I only spoke with the foremen. They became the ones who communicated with the homeowners. They were the ones responsible for the job, anyway! The quality of work slowly rose as foremen realized they wouldn’t be able to collect the final payment until the homeowner was happy. It became the leaders of the crews who put pressure on their painters, instead of me micromanaging everyone. Needless to say, I won the Rookie of the Year Award at the end of my first summer running my own business (1994). And, it was thanks to the encouragement of my district manager, who empowered me with vision and leadership.

What does this have to do with teaching?

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Don’t fall into the trap of letting technology innovate you. You be the innovator.

How often do teachers take over the learning for their students? How can technology revolutionize the reach of student-ownership? The technology that was cutting edge in 1994 was the beeper. I got pages when leads called for an estimate. I would pull my painting van over at one of the dozen pay phones I frequented and call the 800 number to collect my lead info. Then I would call the future customer, right away. Nowadays we get instant notifications when a social media message or comment comes in. We must teach the next generation how to manage this barrage of technology. Don’t let it innovate you. Be the innovator.

We have all heard the derisive term used in competition when a competitor conquers his opponent so thoroughly that he is said to have “owned” him. It was made popular during the inception of the Internet by hackers (Savagegump, 2005) gaining complete control over a program. Teachers should stop trying to “own” their teaching. Let students control their own learning. Let technology redefine your teaching, and LET GO.

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My most successful crew was rewarded the best jobs. Here, they are painting the largest project of the summer, 1994… $8,500.

This blog is a byproduct of two experiences: Participation in the “live chat” #MasteryChat on September 27, 2018, hosted by @chadostrowski CEO of @teachbetterteam that centered on “Student-Ownership”…  And, reading Deubel’s (2018) “Technology Integration: Essential Questions” for a class from Kutztown University.

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The #masterychat was an awesome experience. Can’t wait for the next one!

Sources:

Deubel, P. (2018). Technology integration: Essential questions. Retrieved September 28, 2018, from Computing Technology for Math Excellence Web site: http://www.ct4me.net/technology_integr.htm

Savagegump. (2005, February 11). Owned. Retrieved September 29, 2018, from https://www.urbandictionary.com/define.php?term=Owned [More than just a definition, this is an etymology of the term.]

U.S. Department of Education, Office of Educational Technology. (2016, January). National education technology plan 2016: Future ready learning: Reimagining the role of technology in education. Washington, D.C. Retrieved from http://tech.ed.gov/netp/

Five Ways to Classy-ify Assessments with Google Forms

I haven’t read it yet, but I look forward to tackling “Hacking Assessment: 10 Ways To Go

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My pile of reading is bottomless!

Gradeless In a Traditional Grades School” by Starr Sackstein (2015). From what I have seen from tweets, this text lines up perfectly with my transforming attitude about tests and assessment. I have been leaning away from right/wrong assessments the past few years. Google Forms have helped me all but completely stray from formal testing into the land of forging understanding through creative assessments.

Provide clear instr for taking the quiz
Provide clear instructions for beginning quizzes.

I teach third grade, so the following examples may have too much text for your students, or be too simple for your grade level. Obviously, you are going to make your own quizzes to fit the needs of your classroom. I present concepts, here to help you make your quizzes a little more classy. Here’s five ideas. 

First of all, I use the potential answers to continue teaching the concepts. Does this point kids in the direction of the answer, making it obvious which one is correct? You bet. Not only

Answer 3 negates the second
The feedback points out what I do in the quiz; pointing to how the answers are structured to “give away” the correct responses.

that, but you should hear me read the questions and add anecdotes to the answers! The only kids who should be getting these questions wrong are the ones not paying attention, and, so, that is being assessed as well. 

Second, only assess what you are teaching. Because I was not teaching reading comprehension, I am not going to expect my class to be able to read and understand these questions. I had that in mind when I designed and typed the quiz. I plan to read this entire quiz to my class. I might administer it in small groups, because I do not have enough digital devices at this time for every kid to have one. That works, too. If I were assessing reading, I would have the kids take the quiz independently, and I would have made it on their reading levelS–That is right!! Tailoring the quizzes to meet each kiddo’s needs is great with Google Forms. You can copy and paste things. You can make a copy of the entire quiz and only change things as you need to, also.

Third, use the feedback to provide students with not only why answers are correct and

With google forms be sure to copy and paste answer feedback into correct ans feedback
For this particular quiz I want even students who got the answer correct to see my feedback, so I had to copy and paste the response into the “Correct Answers” window, also.

incorrect, but as a teaching space. I often instruct students within the feedback areas on how to evaluate answers. I show them what I was doing when I typed the quiz. In the same way learning how to write from an actual published author will enhance a budding writer, I hope to help my students become better test-takers. That’s right! I said “test-takers”. Guess what; No matter how much you hate it, life is full of taking tests. I want my students to be great at it.

Fourth, let go of grades. This is where I think my methods lineup with  Sackstein’s “Hacking Assessment” (2015) book thesis. When creating my quizzes in Google Forms, I allow my students to “Edit after Let students view each other's responses and answerssubmit” and “See summary charts and text responses”. I do this so that students can assess themselves. They can revisit the quiz with their peers, seeing what other people chose as answers. (https://youtu.be/ZZ65RwKOsPA) You have to instruct your students in how to analyze these pie charts. They are pretty easy to figure out, but it is important to recognize that just because more people chose the second option as an answer, does not guarantee its correctness. If everyone else chose an option that you didn’t, however, may lead you to reevaluate your choice. I love having my students read each other’s written responses, too. Kids go back and dress up their own answers with better information. Teachers, you have to be willing to allow students to correct themselves. So what if they get a better grade than the one that they initially “earned”. In every other area of life kids are allowed to improve what they do without getting penalized. Why are our tests a once and done, black and white, the moment you click “submit”, your assessment is up experience?

Fifth… This is going to seem like a contradiction to the previous point, but I actually like grades. They are measures. Parents want to see how their children “measure up”. Grades are goals. Without some sort of measurement, it feels like we didn’t get anywhere. It is important to understand that the grades are artificial; they are made up; they are relative… but they do exist. Also, kids like getting good grades. The way I see it, my job is to help each kid get the best grade possible. I provide opportunities for bonus points. I let students retake quizzes. I allow students to see what everyone else did. They can all but copy and paste answers. One key idea is that, even with all of this help, it is important for students to feel as though they earned their grades. Assessments can be teaching tools

And, now I am going to end this blog by doing what I all but scream at my students for doing: I hope that you found some of this useful. Thanks for reading! Ugh, I hate it when they do that;)

Sackstein, S. (2015). Hacking Assessment: 10 Ways To Go Gradeless In a Traditional Grades School. Cleveland: Times 10 Publications.