Embedded Files
Integration SAMR Brainstorm
VEX Robotics
VEX Robotics
While teaching in Oklahoma, several districts in my area adopted the Project Lead The Way LAUNCH curriculum, bringing STEM to the elementary level. The 5th grade VEX Robotics unit was always a student favorite. There are several modules in the unit, all culminating in a final task to design a robot capable of completing a specified job (clearing nuclear waste from a contaminated field) effectively and efficiently. Students must work with criteria and constraints to accomplish this task in teams. The objective of the unit is for students to internalize the engineering design process and in order to do this, students must learn about the VEX IQ kit and construction process. Much of this learning is student-driven via resources available on an LMS. The LMS provides students in-depth resources to solve any issue they may encounter. In this way, technology makes learning possible. Students must also identify the problem, success criteria and constraints involved in the task. Together, they must design a solution, test that solution, and redesign as necessary. This all requires innovative design, computational thinking, effective communication and collaboration in order to be successful.
While teaching in Oklahoma, several districts in my area adopted the Project Lead The Way LAUNCH curriculum, bringing STEM to the elementary level. The 5th grade VEX Robotics unit was always a student favorite. There are several modules in the unit, all culminating in a final task to design a robot capable of completing a specified job (clearing nuclear waste from a contaminated field) effectively and efficiently. Students must work with criteria and constraints to accomplish this task in teams. The objective of the unit is for students to internalize the engineering design process and in order to do this, students must learn about the VEX IQ kit and construction process. Much of this learning is student-driven via resources available on an LMS. The LMS provides students in-depth resources to solve any issue they may encounter. In this way, technology makes learning possible. Students must also identify the problem, success criteria and constraints involved in the task. Together, they must design a solution, test that solution, and redesign as necessary. This all requires innovative design, computational thinking, effective communication and collaboration in order to be successful.
My role during this unit is more facilitator than instructor. I can clarify the task and help to identify contraints and criteria, as well as troubleshoot technological issues, but what I do more frequently is guide students to ask different questions, listen to each other, and seek answers in the information available to them. I also encourage them through "failures," guiding students to record what "didn't work" to find a solution that does. The great thing about a performance task such as this one is that success is easily visible, and students can determine themselves whether or not they've hit the mark. We also conduct debriefs to discuss the soft skills employed throughout the unit, and students reflect on their strengths and areas needing improvement for next time.
My role during this unit is more facilitator than instructor. I can clarify the task and help to identify contraints and criteria, as well as troubleshoot technological issues, but what I do more frequently is guide students to ask different questions, listen to each other, and seek answers in the information available to them. I also encourage them through "failures," guiding students to record what "didn't work" to find a solution that does. The great thing about a performance task such as this one is that success is easily visible, and students can determine themselves whether or not they've hit the mark. We also conduct debriefs to discuss the soft skills employed throughout the unit, and students reflect on their strengths and areas needing improvement for next time.
This lesson clearly tops the SAMR chart, as it is not a task that could have existed prior to the introduction of technology into the classroom. The lesson also ticks off each of the seven ISTE Student Standards, from student empowerment to innovative design, and from computational thinking straight through to collaboration. The best thing about this unit is that students become the authors of their own learning,
This lesson clearly tops the SAMR chart, as it is not a task that could have existed prior to the introduction of technology into the classroom. The lesson also ticks off each of the seven ISTE Student Standards, from student empowerment to innovative design, and from computational thinking straight through to collaboration. The best thing about this unit is that students become the authors of their own learning,
StoryJumper & Office365
StoryJumper & Office365
StoryJumper is a website that allows students to create their own books that can be shared digitally, or can be ordered in print. I've used StoryJumper in conjunction with Office365 in my classroom to modify an expository writing project as part of our IB unit on Innovation. In the past, students would have completed this assignment by going through the writing process using pencil and paper. Office365 offers students an opportunity to edit digitally, receive more timely feedback from me, and collaborate with multiple peer editors more quickly than if we were editing face-to-face. StoryJumper allows for student choice and creativity. There is also an option for students to record themselves reading their texts, which often leads to better editing and functions as a digital record of their fluency. Plus, the novelty means they're more invested in the final product!
StoryJumper is a website that allows students to create their own books that can be shared digitally, or can be ordered in print. I've used StoryJumper in conjunction with Office365 in my classroom to modify an expository writing project as part of our IB unit on Innovation. In the past, students would have completed this assignment by going through the writing process using pencil and paper. Office365 offers students an opportunity to edit digitally, receive more timely feedback from me, and collaborate with multiple peer editors more quickly than if we were editing face-to-face. StoryJumper allows for student choice and creativity. There is also an option for students to record themselves reading their texts, which often leads to better editing and functions as a digital record of their fluency. Plus, the novelty means they're more invested in the final product!
Symbaloo & Scrum Framework
Symbaloo & Scrum Framework
Symbaloo is a great resource for curating a repository of resources for students to use independently. In my classroom, I've used Symbaloo in conjunction with self-directed research projects like the Shipwreck Scrum Group Project we complete during our 5th grade Oceans science unit. For this project, students are grouped based on which of several different shipwrecks they'd like to explore. Using the scrum framework originally used in software design, each team elects a scrum master and begins to develop a plan for accomplishing the goals of their project. Students work in "sprints," and hold daily "scrum meetings" to ensure they are on target. Symbaloo acts as a one-stop hub of information for research. Students add resources they feel other teams might find useful as well, and they think long and hard about a source's value before adding it! Some of what makes research projects so difficult for students -- especially in elementary school -- is the sheer volume of information available. Symbaloo allows a teacher to curate a set of resources, saving valuable student time and effort, and puts the emphasis on the value on resources rather than the volume!
Symbaloo is a great resource for curating a repository of resources for students to use independently. In my classroom, I've used Symbaloo in conjunction with self-directed research projects like the Shipwreck Scrum Group Project we complete during our 5th grade Oceans science unit. For this project, students are grouped based on which of several different shipwrecks they'd like to explore. Using the scrum framework originally used in software design, each team elects a scrum master and begins to develop a plan for accomplishing the goals of their project. Students work in "sprints," and hold daily "scrum meetings" to ensure they are on target. Symbaloo acts as a one-stop hub of information for research. Students add resources they feel other teams might find useful as well, and they think long and hard about a source's value before adding it! Some of what makes research projects so difficult for students -- especially in elementary school -- is the sheer volume of information available. Symbaloo allows a teacher to curate a set of resources, saving valuable student time and effort, and puts the emphasis on the value on resources rather than the volume!
Learning Management System & Web-based Tools
Learning Management System & Web-based Tools
This spring, we find ourselves providing distance learning with very little preparation. In creating online distance learning, my district has carefully scripted our curriculum, selecting priority objectives and offering model lessons and student practice. As the 5th grade team leader, I created and managed a "master book" as my team departmentalized to modify and augment the district-provided content. All learning was asynchronous, and students submitted assignments through platforms such as Microsoft Forms, EdPuzzle, Padlet, Flipgrid, IXL, Quizizz and Office365. Students performed tasks very similar to what they would have done in the physical classroom. There was a benefit, however -- teachers were able to monitor specific platforms and provide remediation and feedback quickly and in a tailored fashion. I have posted a video remediating the use of a protractor to measure an angle. I posted this directly to the LMS on the next math lesson day because data indicated that the skill needed to be retaught. I was able to provide remediation for individual students on each of the platforms above. Reviewing student performance and data, then planning and providing remediation, is something I may not have been able to do quite as concisely and personally face-to-face.
This spring, we find ourselves providing distance learning with very little preparation. In creating online distance learning, my district has carefully scripted our curriculum, selecting priority objectives and offering model lessons and student practice. As the 5th grade team leader, I created and managed a "master book" as my team departmentalized to modify and augment the district-provided content. All learning was asynchronous, and students submitted assignments through platforms such as Microsoft Forms, EdPuzzle, Padlet, Flipgrid, IXL, Quizizz and Office365. Students performed tasks very similar to what they would have done in the physical classroom. There was a benefit, however -- teachers were able to monitor specific platforms and provide remediation and feedback quickly and in a tailored fashion. I have posted a video remediating the use of a protractor to measure an angle. I posted this directly to the LMS on the next math lesson day because data indicated that the skill needed to be retaught. I was able to provide remediation for individual students on each of the platforms above. Reviewing student performance and data, then planning and providing remediation, is something I may not have been able to do quite as concisely and personally face-to-face.
The second video clip I have included is one of my students using Quizlet Live in the classroom. This is an example of one of the ways I use web-based tools to modify a task. Here, students not only study vocabulary, but also work collaboratively to match concepts, graphics, definitions and explanations. Students love to "play" this, and the speed element of the task requires students to clue in quickly to key terms and information -- a great test taking skill!
The second video clip I have included is one of my students using Quizlet Live in the classroom. This is an example of one of the ways I use web-based tools to modify a task. Here, students not only study vocabulary, but also work collaboratively to match concepts, graphics, definitions and explanations. Students love to "play" this, and the speed element of the task requires students to clue in quickly to key terms and information -- a great test taking skill!
I have also included one of the videos I created for the 4th and 5th grade teams at my school at the beginning of March. The video, made the week prior to our first LMS content going "live" using Screencastify, explains how to make a copy of the "master book" I curated for my team. Since this video, we've learned so much!
I have also included one of the videos I created for the 4th and 5th grade teams at my school at the beginning of March. The video, made the week prior to our first LMS content going "live" using Screencastify, explains how to make a copy of the "master book" I curated for my team. Since this video, we've learned so much!
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