After careful thought and consideration, I plan to put into place the following ideas I have garnered from the taking of this class this summer, into my classroom this fall. The first is to keep up a classroom blog that would keep track of our maker space learning. I envision the students being able to do most, if not all of the work, with minimal assistance from me, to keep it going. This would entail me to teach appropriate uses of technology, something that I read about and posted in an earlier blog. I hope to post at least once a month in our classroom blog, or maybe bimonthly on our maker space, so that by the end of October we have at least two posts about our classroom maker space with a great possibility of more.
In a previous post I wrote about introducing engineering challenges and trying one per trimester in my classroom. Since then I've rethought that idea. Why not begin on the first day of school? I think that if I stick with doing one STEM challenge during the first week of each month, it will make the start of each month exciting. This plan will have my class completing two STEM challenges by the end of October. Of course we can always do more, but I feel that this is a reasonable goal for me. I found one engineering activity on Pinterest called "Help Harry" (The Teacher Studio, 2015). The idea is to help Harry see more around the classroom by building him a perch. This activity is done in cooperative groups and I think it would be fun to do on the first day of school.
Elementary paper circuitry was the subject of the section that I attended during the three day virtual learning conference this past June. As I posted earlier, I can see myself doing a couple structured lessons on simple circuits with my students starting with the first week of school. After that, I envision the students including paper circuitry into their learning of Kodiak plants, which we study at the beginning of the school year. We draw and label plants, learn their scientific and Alutiiq names, and even make up our own plant. In October we recognize Constitution Day. We will discuss the Constitution and break down the parts of the flag. My goal is to have the students incorporate paper circuitry into their plant study and into the design of an American Flag. I will have conductive pens for the students to use, along with the conductive paint and copper tape.
Finally, what I'm most excited about is the maker space in the classroom. Over the last few weeks I have been on the hunt for new and engaging ideas on the 'how to' in regards to this space. I've purchased samples of items, taken pictures of items, talked to colleagues and continue to read everywhere I can to help me do this in my classroom. In an earlier post I discussed different ways that this space could be used in my classroom- students rotate through in groups, have it open during certain times of the day for student use, or open to all at once, depending on the needs of the day.
Overall my desired effect and plan is to:
1. Institute a classroom blog on our maker space, with students doing most, if not all of the work, posting at least 2x by the end of October. They will know appropriate use of technology and will be able to do this independently with me as the final editor.
2. Implement STEM challenges the first week of every month, completing 2 by the end of October.
3. Teach simple and parallel circuits to my students using paper circuitry so that they can include it in 2 social studies lessons by the end of October. Afterwards, they will have these materials in the maker space to use as needed.
4. Establish a maker space in my classroom where the students have ownership of the space and can use it independently.
Our trimester ends the week before Thanksgiving. My ultimate goal/desired effect is that we continue my plan into November and beyond into the rest of the school year, weaving STEM into our classroom, keeping the maker space alive, along with paper circuitry and our classroom blog.
Reference
The Teacher Studio. (2015, Sept. 3). Engineering inquiry and cooperative group work |. Retrieved from http://www.theteacherstudio.com/2015/09/engineering-inquiry-and-cooperative.html
Thursday, July 28, 2016
Thursday, July 14, 2016
Blog #3
Since the beginning of the conference in June, I have been grappling with the term maker space. What exactly is it? Have I been doing that or not, or something like it? If so, what do I need to do differently or change just a bit to make it better? What does it look like in a 3rd grade classroom?
I like to bring one element of my own learning into the classroom each year, so this year it will be the use of a maker space. I need to do a bit more research, but I envision having materials available for student use during the day. I might put the students in small groups and let them rotate at that station during the day or week (different times everyday or week- structured) and have it available to complete projects on their own- unstructured. A clear set of expectations on how the space is to be used will be decided on by our classroom community.
I'm excited about introducing paper circuitry to the students because I think our third grade social studies curriculum will lend itself well to incorporating it into our lessons, which I will explain more in my final project. We study the island of Kodiak and its people over time throughout the school year. I can foresee that after a few structured lessons about paper circuitry during our social studies time, I would add the materials into the maker space and have it available for students to use throughout all of the subjects. In addition, I plan on either taking advantage of the engineering challenges that may come our way through the district email or creating my own. At first I'll start with a small goal and try one per trimester.
Having a class blog about our maker space would also put a focus on that area and help keep it sustainable throughout the year. The students would each take a turn writing the blog in teams or solo and I would help them edit. They could photograph and interview each other and post that too.
The possibilities are really endless and that's what can make this project stay alive. The students will receive their content and standards will be addressed, which are the district's requirements. Having a maker space will just make the classroom a better space for student learning.
I like to bring one element of my own learning into the classroom each year, so this year it will be the use of a maker space. I need to do a bit more research, but I envision having materials available for student use during the day. I might put the students in small groups and let them rotate at that station during the day or week (different times everyday or week- structured) and have it available to complete projects on their own- unstructured. A clear set of expectations on how the space is to be used will be decided on by our classroom community.
I'm excited about introducing paper circuitry to the students because I think our third grade social studies curriculum will lend itself well to incorporating it into our lessons, which I will explain more in my final project. We study the island of Kodiak and its people over time throughout the school year. I can foresee that after a few structured lessons about paper circuitry during our social studies time, I would add the materials into the maker space and have it available for students to use throughout all of the subjects. In addition, I plan on either taking advantage of the engineering challenges that may come our way through the district email or creating my own. At first I'll start with a small goal and try one per trimester.
Having a class blog about our maker space would also put a focus on that area and help keep it sustainable throughout the year. The students would each take a turn writing the blog in teams or solo and I would help them edit. They could photograph and interview each other and post that too.
The possibilities are really endless and that's what can make this project stay alive. The students will receive their content and standards will be addressed, which are the district's requirements. Having a maker space will just make the classroom a better space for student learning.
Thursday, June 30, 2016
Blog Post #2
After reading the three articles, I could connect with all of them. Although the article had a lot of great ideas on using a donors choose account, I don't see myself starting one (Murphy 2015). Instead, I will ask my classroom community to donate household items for projects. Sometimes I will ask that my request go in the school newsletter so that it may be seen by a broader audience (if I'm in need of baby food jars and my students don't have younger siblings.) So far, my needs have been able to be met in this way.
Looking within my classroom community can be handy too. Oftentimes families want to volunteer but they can not come into the classroom. If I know they are woodworkers or work with other tools (after sending home a volunteer questionnaire), I will ask for their assistance in providing materials for the classroom- it could be scraps of fabric, wood or ribbon. On the other hand, I welcome volunteers who have a talent that they are willing to share (like cooking in the classroom or different print making techniques.) My husband and father-in-law have been asked to cut materials for me from time to time too.
I have also collected things from thrift stores and garage sales while visiting relatives in the summer. Along with the thrill of the hunt, this can be also be an economical way to find good stuff without breaking the bank. Occasionally I even find something lovely to add to my home decor. Thrift shopping is fun to do with children too. It's never too early to teach them how to find a good deal!
I also look outside for things to use- sticks, rocks, leaves, beach glass, plants. Nature is ready and waiting to be used into great maker projects! It is an unlimited year-round resource! Sometimes I collect the materials, other times the students do. As Yokama wrote, when we ask students to make things, they get a deeper understanding and their experience becomes more personal and relevant, (Yokama, 2014). Using materials from their environment provides a rich resource from which the students can use to deepen meaning. I look forward to reading Invent to Learn, a book that was cited in an article by Aaron Vanderwerff, May 14, 2014 on EdSurge.
Finally, as I wrote in an earlier post, the leftover items from my own children's art corner eventually find their way to my classroom where they find a new life. Sometimes I tell the students when I bring in something new, sometimes I don't. It's fun to watch them discover the 'new' items and to see what they will do with them.
From this class I am looking forward to broadening my knowledge of maker spaces and incorporating new items (even to me) into my classroom, like paper circuitry!
L. Yokana. (2014, Dec. 2). Capture the Learning: Crafting the Maker Mindset. Retrieved from http://www.edutopia.org/blog/capture-learning-crafting-maker-mindset-lisa-yokana
E. Murphy. (2015, Dec. 15). Why You Post: 8 Reasons Why Teachers Use DonorsChoose.org. Retrieved from http://www.donorschoose.org/blog/2015/12/15/why-you-post-8-reasons-teachers-use-donorschoose-org/
A. Vanderwerff. (2014, May 14). Makers in the Classroom: A How-To Guide. Retrieved from http://www.edsurge.com/news/2014-05-14-makers-in-the-classroom-a-how-to-guide
Looking within my classroom community can be handy too. Oftentimes families want to volunteer but they can not come into the classroom. If I know they are woodworkers or work with other tools (after sending home a volunteer questionnaire), I will ask for their assistance in providing materials for the classroom- it could be scraps of fabric, wood or ribbon. On the other hand, I welcome volunteers who have a talent that they are willing to share (like cooking in the classroom or different print making techniques.) My husband and father-in-law have been asked to cut materials for me from time to time too.
I have also collected things from thrift stores and garage sales while visiting relatives in the summer. Along with the thrill of the hunt, this can be also be an economical way to find good stuff without breaking the bank. Occasionally I even find something lovely to add to my home decor. Thrift shopping is fun to do with children too. It's never too early to teach them how to find a good deal!
I also look outside for things to use- sticks, rocks, leaves, beach glass, plants. Nature is ready and waiting to be used into great maker projects! It is an unlimited year-round resource! Sometimes I collect the materials, other times the students do. As Yokama wrote, when we ask students to make things, they get a deeper understanding and their experience becomes more personal and relevant, (Yokama, 2014). Using materials from their environment provides a rich resource from which the students can use to deepen meaning. I look forward to reading Invent to Learn, a book that was cited in an article by Aaron Vanderwerff, May 14, 2014 on EdSurge.
Finally, as I wrote in an earlier post, the leftover items from my own children's art corner eventually find their way to my classroom where they find a new life. Sometimes I tell the students when I bring in something new, sometimes I don't. It's fun to watch them discover the 'new' items and to see what they will do with them.
From this class I am looking forward to broadening my knowledge of maker spaces and incorporating new items (even to me) into my classroom, like paper circuitry!
L. Yokana. (2014, Dec. 2). Capture the Learning: Crafting the Maker Mindset. Retrieved from http://www.edutopia.org/blog/capture-learning-crafting-maker-mindset-lisa-yokana
E. Murphy. (2015, Dec. 15). Why You Post: 8 Reasons Why Teachers Use DonorsChoose.org. Retrieved from http://www.donorschoose.org/blog/2015/12/15/why-you-post-8-reasons-teachers-use-donorschoose-org/
A. Vanderwerff. (2014, May 14). Makers in the Classroom: A How-To Guide. Retrieved from http://www.edsurge.com/news/2014-05-14-makers-in-the-classroom-a-how-to-guide
Friday, June 24, 2016
Blog Post #1
After reading all of the articles, I connected with the last one from edutopia the most. The author, Vicki Davis, wrote a great piece about using social media in the classroom:
http://www.edutopia.org/blog/guidebook-social-media-in-classroom-vicki-davis
Basically, she said, the majority of the students are using social media anyway, so school is a prime place to practice using it responsibly. She then went on to list several examples of how it's already being used in classrooms around the country. I especially loved the comments below the article because several people commented on the importance of teaching students to use social media appropriately. Using digital media is a tool, and like any new tool, students need to be taught how to use it correctly. I agree that having a school policy in place regarding digital media, and following it, is also helpful for everyone involved.
One of Ms. Davis' suggestions was to post classroom learning on a blog. I send home a newsletter every week, but why couldn't a student or students post a note on a class blog about our learning and making? I could see doing that. One of my teaching partners moved to another part of the country and we talked about being pen pals next year, but we could also be digital pen pals. I also like the idea of using post it note 'tweets' as exit tickets. These ideas seem doable to me.
So on that note, I'm going to follow Vicki Davis on twitter. After perusing her feed, I found several items of note that were of interest to me, and have got me thinking about how I can use more
digital media in my classroom.
Reference
V. Davis. (2015, Feb. 15). A Guidebook for Social Media in the Classroom. Retrieved from http://www.edutopia.org/blog/guidebook-social-media-in-the-classroom-vicki-davis
http://www.edutopia.org/blog/guidebook-social-media-in-classroom-vicki-davis
Basically, she said, the majority of the students are using social media anyway, so school is a prime place to practice using it responsibly. She then went on to list several examples of how it's already being used in classrooms around the country. I especially loved the comments below the article because several people commented on the importance of teaching students to use social media appropriately. Using digital media is a tool, and like any new tool, students need to be taught how to use it correctly. I agree that having a school policy in place regarding digital media, and following it, is also helpful for everyone involved.
One of Ms. Davis' suggestions was to post classroom learning on a blog. I send home a newsletter every week, but why couldn't a student or students post a note on a class blog about our learning and making? I could see doing that. One of my teaching partners moved to another part of the country and we talked about being pen pals next year, but we could also be digital pen pals. I also like the idea of using post it note 'tweets' as exit tickets. These ideas seem doable to me.
So on that note, I'm going to follow Vicki Davis on twitter. After perusing her feed, I found several items of note that were of interest to me, and have got me thinking about how I can use more
digital media in my classroom.
Reference
V. Davis. (2015, Feb. 15). A Guidebook for Social Media in the Classroom. Retrieved from http://www.edutopia.org/blog/guidebook-social-media-in-the-classroom-vicki-davis
Conference Reflection
I was most excited to attend this conference. Nicole gave a demonstration on paper circuitry to
our
staff this past spring which piqued my interest. Combining the topic with art in an elementary setting is right up my alley.
Before the conference began, the only knowledge of paper circuitry I had was received during Nicole's presentation. A few days before the conference began I researched circuitry kits to give to my youngest daughter for her upcoming birthday. She is always making and creating things out of discarded things around the house to use with her dolls, and I thought with the added element of electricity, it would jazz up her creations (I was wrong, but more on that later.)
The first obstacle to overcome was to sign up and use Twitter. As I think back, I think my mind automatically does this during the day, thinks in short snippets or writes lengthy essays in my head about things that I think are important, but may not be necessarily important to anybody else. As it turns out, maybe my thoughts could be useful to others? And posting those quick thoughts could actually be fun? All the while I was learning more about elementary paper circuitry and thinking about how I could incorporate it into my classroom.
I was basically starting with a blank slate, and needed more knowledge to be able to teach it effectively. By the end of the conference I had a good base, but still not enough for me to walk into my classroom and deliver a meaningful lesson on it. This course will enable me to find windows of creativity that go beyond my world of blocks and play-doh, something that I am excited about finding, and use it with my students.
As I am moving up to an intermediate grade next year, what are the things I need to have on hand to provide the students with a rich maker space? As I did a little research during the conference, I found out it's not much different than the things needed in a primary classroom. That bit of news was great because I could bring many of the items that my own kids have outgrown or lost interest in but are still usable at school for my students to use- upcycle and recycle ! I have a growing box of maker goodness ready and waiting for summer to be over so it can go to school and be used by new students!
So, while I was taking the class, I had to see relevance to me and my world and make a connection to be able to teach it. Thankfully there were many creative people in the class who shared their ideas! In addition, using the Tweetdeck will allow me to follow specific topics, such as paper circuitry, in a concise manner, furthering my understanding of paper circuitry and virtual teaching and its uses in a classroom. I don't want it to be a 'one-time' only lesson. I want to find ways to incorporate it throughout the year, and teach the children to be able to use it independently to enhance their learning.
Where do I fit on the Virtual Teacher continuum? I think somewhere in the middle. I think that as the technology changes, people's comfort level adjusts with it. While I don't/haven't used social media in my classroom, I have definitely brought the World Wide Web in when developmentally appropriate, using it for current events (when the volcano blew on the Alaskan chain this past spring) or viewing example uses of simple machines. My own children have used Edmodo sporadically in their upper intermediate classrooms, so I am a bit familiar with that program. Could I use that in my own intermediate classroom? This school year I will be using a TV and IPAD in the classroom, which replaces my projector. Those are new tools that I will be learning. But definitely, I am the student in this class, learning new language, new tools, their meanings, and how all of it will fit into my work as a teacher.
So, back to my youngest daughter and her birthday present of a real awesome paper circuitry kit.
She was not thrilled, even downright mad after opening that gift. She hadn't seen much of what I had done in the paper circuitry class, so the whole thing was foreign to her too. I brought out the computer and showed her some pictures of what she could do with the gum drop lights and tried to make connections for her (just like I had to do for myself earlier in the week.) Finally, I brought up her wax museum project where she dressed up as a famous person and had to put her research on a display board. On the board she had made a fake button for people to push if they had a question for her. I explained to her that had she known about paper circuitry then, she could have made her button light up and then I showed her the page in the circuitry book that said 'don't press.' After she saw that, she was interested and has worked through several pages in that book. That is the quest, to see the relevance and meaning to what I am learning about being a virtual teacher, and to use it on my journey in the classroom.
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