Just before the bell rang, I added the latest topic to our "parking lot" (alongside "Abortion" and "Did we evolve from fish?", among other things!!!), where we "park" questions that arise that are not necessarily directly related to the curriculum, but which students are genuinely interested in learning more about, and which Ms. Teschow feels need more than three minutes at the end of class to unpack appropriately!

Fortuitously, the following weekend, my partner and kids (who are also in Grade 6) and I happened to have tickets to see Hana's Suitcase at the YPT, and -- in a marvelous act of serendipity -- George Brady came to the show and took the stage for a few minutes afterwards to speak with the many children in attendance.

I was inspired!

The rest of the weekend was a flurry of preparation, as I posted the following text online in our Edmodo classroom, and invited students to join me on a journey of research to discover more about this troubling time in European and world history:

Then, I waited for the learning to unfold.

The first step of the assignment was for students to reach into their schema and make note of what they thought they already knew about the Holocaust.  They recorded their notes here on this padlet.

As students continued the learning journey, I and other teachers involved (for example, the computer lab teacher), checked in with students online and in person to monitor misconceptions as well as mental and emotional health; the commonly held belief is that "at some point, it is best that children be told the truth".  However, that doesn't mean they don't need support in coming to terms with that truth.  Throughout the assignment, students were invited to monitor and share their feelings, which ranged from "intrigued and curious" to "sorrowful, sad and scared".

As the class visited various online resources, they were invited to share their emerging understanding on another class padlet like the one below:

At the end of the assignment, students were directed to various sites that discussed legacy.  As they considered "now that we know, what next?", students posted comments and replied to others' postings in our online classroom on Edmodo.  This was an excellent opportunity for my highly divergent class to not only practise their reading and "listening to understand" skills, but also to develop their conflict resolution skills, as some students had different understandings and perspectives on the various aspects of the assignment, or did not express themselves as articulately as they might have online.

It is often said that the Holocaust during World War II was not the only ethnic cleansing that took place in the world, and that it is unfair to the many other people groups who have suffered at the hands of tyrants to focus only on the Jewish story.  

My feeling is that in order to begin to unpack other acts of atrocity in the world, and ensure they they don't happen in the future, students need to find a common starting point to learn about humanity's difficult history lessons.  The Jewish Holocaust is a well-researched time in history with many accessible, child-appropriate resources.  Learning about this aspect of World War II is an important foundational building block for students to learn about other important parts of world history so that they can more consciously direct its future.

I'm pleased that my students asked -- and that I was able to provide some guidance in learning in learning -- about this important albeit difficult topic.

When is it okay to fold and fly paper airplanes in class?  Well, when you're working on a flight unit, of course! :)

After lots of reading and research, one of our first experiments has been to use our flight knowledge to design a paper airplane that: a) stays in the air the longest, and b) that travels the farthest distance (a little math link there, to measurement!!)

During the brainstorming session, students talked about streamlined design (to reduce drag) and considerations for aerofoil design (to increase lift).  Then they built and tested their paper airplanes, and we had a little in class contest, complete with second timer and trundle wheel to measure distance.  (The farthest distance hit the back wall of the classroom; approximately four of the 25 paper aircraft achieved that dubious accomplishment.)  

While experimenting, we also discovered that some aircraft did not stay in the air as long as other, not because they were poorly designed, but because they were so fast, they crashed into the back wall before breaking any time records!!

During the contest, one plane got stuck in the light and had to be rescued. Although, as one student noted, "hey, it's still technically in the air!"

Afterwards, I posted a not-so-little follow up assignment, using my new favourite media app, "thinglink":

I am excited to see students' follow up assignments, and will post some of them here soon.

Something many teachers moving from beginner to novice with digital technology struggle with is curriculum content.  There is SOOOOOOOO much to "cover", as it were, and so little time.  Using technology is great, many argue, but I have to finish my science/math/social studies/etc. unit and collect marks for report cards!

And then there is the concern with classroom management:  How do you deal with a class full of students surfing the 'net when you your own school schema stems from a time before the Internet even existed?!

Well Planned is Well Managed

I myself have been learning again the value of a well-planned lessons.  As I wrestle with the logistics of addressing curriculum while developing digital literacy in a classroom with wildly diverse learning needs and emotional profiles, and too few devices, I recognize that I don't always take the time anymore to think through each step of a lesson.  

Because I myself am still learning many of the apps and software tools, I often find myself losing control of classroom management as a result in the learning mess, yes, even after nearly two decades of classroom teaching and workshop facilitation on classroom management!!!

Step-by-Step Helps the Lesson Flow Smoothly

So, last night I decided to work late and spent my time meticulously preparing a single lesson that would take the whole morning.  I spent nearly three hours* putting together a  two-hour "Science" lesson (we've just started Flight) that integrated Reading, Science, Social Skills/Learning Skills and Media Literacy.  

I had been wanting to use mind mapping with students both as an organizational, note-taking tool when they were conducting research, as well as a visual opportunity to present learning at the end of a unit.  One problem I'd been noticing, however, was that few students had actually experimented with digital options for mind mapping, and many hadn't even used mind maps at all, even in hard copy, and were struggling with effectively recording notes on paper as they read an informational text.

I had my work cut out for me!

I put together a "gradual release", full morning lesson with clear scripting about what I was going to do and say to students at each step along the way, and how they were going to distribute and share materials, as well as how they were going to turn in their work.  

First, Learning Goals, Then,  Explicit Teaching

After a quick review of our unit goals, we zeroed in on two that would become the focus of this lesson, as I told students that we would be reading a non-fiction text to find out more about how flight works.  I noted that we would specifically be observing how headings and subheadings were used in the text to organize ideas and facts, and that we would use these headings to present the information graphically.

As we read together and I modeled turning the jot not information into a mind map, students copied said graphic organizer into their notebooks.  All soon recognized that this could be done much more effectively in a digital manner -- it would look good, and errors could more efficiently be edited than they could on paper.  

Modeled, then Guided Practice

I showed them a sample mind mapping software online (Popplet) and demonstrated a quick paper-to-digital sample, using the mind map we had just created.  I then invited them to play around with the software, or to use another option, such as coggle.it, mindmeister or Ideament.  

Students worked alone or with a partner to turn their Flight Mind Map from Paper to Digital versions.

After taking a walk to investigate others' work and see how various peers had used the tools available to them, students met me in a corner of the room to co-construct a list of criteria for what makes an "effective" mind map.  Students were asked to think back to the mind map they had just put together, and consider one or two things they would "fix up" if they had the time.

We posted our list, and then I sent the class off for a quick drink/washroom break.  After all, it had been a long, intensive morning, it was only half over!

When they returned, students set off around the classroom to read another selection about Flight (this time on how Airplanes and Helicopters Fly), and create a new digital mind map to organize their notes as they read.  

Their final product was to be posted ("turned in") on Edmodo.

I had scripted every single step of the lesson, and was now able to enjoy the fruits of my labours:  Students were fully engaged in the lesson, reading to and discussing the material with one another.  Most were sharing resources respectfully, some were even policing each other ("Hey! Pay attention, turn your head here!" demanded one student of his partner!)  

Several students were checking the success criteria list to discern what would make their work better before submitting it, and for those who forgot, I was still able to direct them to the chart we had posted when they came to me to ask the inevitable, "Is this good, Ms. Teschow?"

Criteria + Digital Tech = Success

The results were stupendous:  Even students who struggled with reading at Grade level were able to make smart choices about who to work with, and were able to create a good-looking product, which significantly boosted their confidence.  It was quite amazing to behold.

So, I've been taking this online class for teachers, "Designing Digital Media for Teaching and Learning", designed my a group of college students as a project for their class, as I understand it.  It's been quite a rich learning experience, and my only complaint is that I don't have more time to explore it fully and be more attuned.  Today, however, I am positively GIDDY about the latest thing I've learned about in the course!!!  It's all I can do to keep from jumping up and down as my brain races away with the classroom learning possibilities -- My students are going to LOSE. THEIR. MINDS. when I show them this!!!!

I signed up for the course, because I was hoping it would be practical as well as theoretical, and that it would help me to pull myself up out of the quagmire of mediocrity that we can often become stuck in if we get sucked into using digital technology as substitution and augmentation rather than transformation.  Well, is it ever working!!!

Our latest assignment had us working with a tool I'd never heard of before -- Thinglink -- to apply our understanding of Mayer's Multimedia Learning Principles, and evaluate an image according to a few of said principles.

I chose a Biodiversity image that I found online, since we're just finishing up that unit in Science, andhere is what I came up with as a first go. (Clicking on the image below will take you to the  interactive version I hastily created of the image in an attempt to muck about with Thinglink.)

I am blown away by the possibilities I can imagine for students to explore a concept and also to demonstrate their learning using this tool!!!    ​Here, for example, are two projects done by students,

​​I cannot wait to use Thinglink in my classroom, and am even thinking of paying for a pro account so that I can have students collaborate on assignments (each student in a group adds a link button to the same image, for example).

One idea I have in in health, where we are talking about "Healthy Eating" currently (contrary to popular belief, the revised health curriculum in Ontario is not all about sex!!!) is that after we look at a poster about healthy foods and discuss a variety of healthy food choices from different cultural backgrounds, students can take a photo of a meal in their home, and create a Thinglink telling 2 links (in green) about what makes it healthy, and one link in red telling what would make the meal even healthier.

Another thing I am thinking of is having them take a photo of our classroom, and creating a thinglink that outlines their favourite areas in the classroom as well as highlighting some of the learning tools in our room that they find most useful.  These can then be shared with family so that parents can see our classroom.

​I am SOOOOO excited about this tool!!! : - D

We finally got around to finishing our unpacking yesterday… As several of the students suspected, our mystery boxes contained both an iPad and a (refurbished) laptop.

I was impressed with how articulately and in what lengthy detail many of the students expressed their gratitude; clearly motivation is a positive force for improving writing!

What fun it has been to start this adventure… I know these two new devices will be welcome additions to our classroom, and the thank-you letters will put a smile on our donor's face when I deliver them this weekend.

​Anyone who knows me a little bit knows how desperate I am to get digital technology into the hands of kids who need it.  The one school-provided student computer in my classroom is not nearly enough to meet the needs of a classroom population that largely does not own its own devices, so BYOD is a bit of a moot point.

Last year, I was fortunate enough to write a successful grant proposal for a research project that included the acquisition of a laptop and an iPad mini, and this year, I bought one more small tablet on sale early in the school year, so that the number of student devices is now 4.  But a 4:25 ratio is not really enough for many pursuits to be undertaken with any efficacy, even when supplemented by the 3 or 4 additional students who have devices they bring from home.

Recently, I convinced a good family friend with a general interest in education and a particular weakness for my school passions to purchase two additional devices for our classroom.  Always keen for a great writing or speaking lesson, I asked him to have the donations delivered straight to my classroom, so that we could predict what might be in the box, and who could have sent it.

Said boxes arrived today.

"School supplies?!" was an early obvious guess, though many students suspected something more exciting was afoot.

​After making an initial prediction, selected groups of students were invited up to more closely examine the shipping labels and weights of the boxes.  They took this information back to their seats and shared with students nearby, who then modified their original predictions, based on this new information.

It was hard to contain the excitement, as Ms. Teschow began opening the mystery boxes...

"Thelma's sister!!!" came an excited shriek, as I began unpacking the smaller of the two boxes, and pulled out a pink Otterbox case. I then pulled some bubble wrap from the box, confirming the suspicions of those who had predicted something fragile.

Students then wrote in their notebooks about how and why their original predictions about the contents of the boxes evolved with each additional observable clue.  They will have to wait until tomorrow, when we finish unpacking and I share with them a little information about our generous donor, before they see with their own eyes what is inside the mystery box!

We've just started using Jo Boaler's "Week of Inspirational Math" materials  from Stanford in my Grade 6 class.  

​After completing an anticipation guide I created, we watched a short video with Jo and her gang explaining to students the science behind ability of all to learn and do well in Math.  Then we spent some time brainstorming what students like others to say and do when working in a group on Math, and made a list of success criteria, following which students were given their task: Make all the numbers 1-20, using any operation you want and ONLY four 4s.

Students really rose to the challenge, and worked hard at adding equations to our list... I've left the charts up for students to add to in the days/weeks ahead, and am looking forward to tomorrow's Inspirational Math Challenge!

​In an effort to differentiate my annual "Thanksgiving Recount" writing activity this week, and have students begin using technology beyond the usual "look something up on the internet", I am going to give  my Grade 6s the choice of writing their recounts, creating a Flipagram set to music, narrating an auditory recount such as a Tellagami, or designing a Piccollage or similar visual recount on their devices (or on one of our classroom devices).

My hope is that by using a text form they should be well familiar with by students may find experimenting with new forms of media more of an enticing challenge than an insurmountable hurdle!​

Ms. Teschow's Written Recount

A Busy and Thanksgiving Weekend
This weekend was filled with friends, family and feasting.  On Saturday, we went out for breakfast in the morning, and had scones and tea in the afternoon.  Then, on Sunday, Ms. K. and I went kayaking and geocaching on the Humber River. It was warm and sunny. Finally, on Monday, Alex and Simon came over, and we had lots of fun: After spending the day at the Corktown Commons Playground, we  we went to the Old Mill with some friends for a tasty Thanksgiving dinner buffet.  What a busy and exciting weekend we had!

Whatever students choose, they will begin by mapping out their ideas on a graphic organizer.  (After brainstorming ideas on a Padlet, we'll actually begin by deconstructing my written recount onto a graphic organizer, which will provide an opportunity to review paragraph structure and teach recount signal words.)

Our first artistic foray as a class today was into the world of Vincent Van Gogh -- after reading Waldman's the Starry Night to my Grade 6s, I invited them to experiment with oil pastels to recreate the book's namesake, or try something of their own, using a similar "short brush stroke" technique.

As students finished their work, we discussed what made a piece "good".  We co-created criteria, and students  posted their art, or went back to do a little more work on it.

Some of the finished products were quite amazing, but I was too involved in conferencing with individual students to remember to take photos before many of them took their artworks home!

If you have been reorged and are beginning with a new class, allow me to recommend one of my favourite "start of the year" activities, the I-Poem!

The I-Poem is a fun opportunity for teacher(s) and students to get to know one another, and for the teacher to assess affinities, strengths and gaps in her new class.  For example, from today's lesson, I learned a little more about many of my students' family structures and personal interests, as well as some of their fears and anxieties.  This will help me to build a safe and effective learning community with my new class in the days/weeks ahead. 

I could also see right away which students struggle with writing and with following instructions.  Having them fill in the blanks to complete this easy-to-format personal "poem" lends itself well to a start-of-year or "new class" anecdotal/observational assessment.

Three of my students also failed to complete and submit the assignment (even after two and a half 40-minute periods to work on it!), so that provided me with a quick assessment for learning skills, which need to be reported on for progress reports in a few short weeks!

I enjoyed getting to know my students a little better as I read their poems after school, and I shared my own poem with them as well, so that they could learn a little more about their new teacher:

I have students who dream of becoming professional musicians and olympic skaters.  I have students who love their families and who want to visit Mecca.  I have students who fear math, death and bullying (not necessarily in that order!) 

I have my work cut out for me!

If you are beginning with a new class, I encourage you to try I-Poems with your students, Grade 2-10!