This is the second post in a series about launching the use of the app Book Creator in a kindergarten classroom. You can read the first post about our planning here.
So there I was…standing in front of a group of small people, armpits sweating, my eye twitching. Well, not really. Because today I knew they would be great, today we were going to PLAY! Plus, Laura my co-coach would be there to have my back. (A luxury we usually can’t afford, but when working with Kindergarten special arrangements have to be made.)
Before the lesson we talked through what supports students would need to play. As strange as that sounds sometimes kids need permission to just dig in and try things out. So we created this chart to help us focus our lesson.
For this lesson we brought all of the ipads to one room so students would have a 1:1 ratio for play. We felt like this was important so that each child could develop a sense of independence with the tool. (For all lessons to follow kids will be sharing iPads.)
After a very short lesson and some turn and talks we let kids get started and just play. Here’s what we noticed;
About half of students in each class were able to get started right away. The other half were hesitant at first but after some encouragement that they could do whatever they wanted they were able to get going.
Many students went right for the draw function or taking photos and stayed with that one part of the app instead of exploring all of the different things they could do. We addressed this through a mid-workshop teaching point and asking students to share things at their tables. (mostly effective)
Several students showed transfer of learning from Writers Workshop, including drawings, text, and photos on one page.
One students asked permission to take another student’s photo and Laura stopped the class to have a great teachable moment about photography and respect.
At the end of class we revealed our big project and let the kids know they would be authors and they were ecstatic!
This last part is where the real value is in my mind! Real purpose, real audience, excited kiddos. I can’t wait to see how this project unfolds.
This is the third post in a series about making digital artifacts of student learning work for you as a teacher. In this series we will discuss the types of digital artifacts we collect, how we manage them, and what to do with all of those great pieces of evidence of student learning. You can read the first post in this series here and the second post on ideas for managing artifacts here.
We’ve been exploring using digital artifacts in the classroom. So here are three simple ideas for getting your students started with digital artifacts tomorrow!
Snapshot and Reflection: Ask students to take a picture of a work product that you would like to have them reflect on. Then incorporate this into a reflection artifact by annotating directly on the image (Skitch) or adding some writing (Pages/Keynote/Google Drive) or spoken reflection (Sonic Pics). Students might save this and add to it over the course of a unit or during the week. Or perhaps they share with you immediately for a goal setting conference.
Video Reflection: Using a built in recording program and camera ask students to stop by the reflection book and share something they learned today. If you have multiple devices students can work on a rotating basis. If you only have one then set up a quick recording booth and have students cycle through during the day or week. You might ask them to talk for two minutes about how they applied a reading strategy during independent reading, reflect on their observations from a science experiment, or share a portion of writing where they accomplished a goal.
Padlet Exit Ticket: You know we couldn’t leave Padlet out of this one! It’s such an easy and versatile tool. Ask kids to take a few minutes to share a new piece of learning, lingering question, or even record a quick video right into the padlet. You can guide students with a specific question or leave it more open ended.
We’d love to continue in this series. But what questions do YOU have? Leave us a question or burning issue in the comments and we’ll work your needs into our next post. : )
Looking for a fun project that builds reading community and sets the tone for connected learning throughout the school year? Then join the It’s Monday: What Are You Reading project!
After watching teachers post book reviews to Twitter each Monday using the hashtag #IMWAYR, we decided to take this practice to our students. Each Monday across the school year our kiddos shared their reading lives and embraced the pop culture selfie fad by posting a book “shelfie” and a short book review to a Padlet wall (for more ideas on using Padlet in the classroom, read Katie’s post on social media) . This collaborative wall served as a visual book recommendation chart that was accessible to all students. It laid the foundation for a strong reading community as this weekly routine reinforced the belief that “we are readers.” It also provided me rich data about student reading lives, interests, and their ability to read, write and view to learn. Most importantly, it provided an authentic audience for book reviews as students built voice and celebrated their reading with each other.
Once we saw the impact this had on our students and across our school, we opened the #IMWAYR project to classrooms around the world. From Kuala Lumpur to Vancouver, to Stockholm and D.C. we talked titles and shared our reading lives. Initially, our students noticed the different titles that kids were reading, but after a short period of time, they began to notice similarities and commonalities between countries and classrooms. When kids observed that students in Singapore were also reading Wonder, or that learners in Detroit liked Babymouse just like they did, it fostered the idea of connected learning. Many teachers partnered students virtually from different classrooms who had a shared interest or wanted to learn about a book from a peer. Kids found onscreen reading buddies or even sometimes that one other person who shared their reading passion; along the way they built understanding that we are all members of the global learning community.
I shared this project at a number of conferences this summer and just last week the amazing @MrDulberger tweeted me his book shelfie which spurred the idea for the Teacher Edition It’s Monday: What are You Reading project. We know that mentor text matters. We use books in reading, writing and math workshop to set an example or fuel ideas for what kids might do independently. We need to extend this mentor text model into our technology workshop and help kids envision the possibilities. We have the awesome opportunity to show them what connected learning looks like and sounds like, so let’s do it!
We invite you to join the #IMWAYR project and post a book shelfie and a review to this Padlet wall. Please make sure to share your location in addition to the review so we can track posts with our students. We hope this project introduces you to a few new titles and serves as a resource you can use to build a reading community and habits for living across the school year. Happy reading friends!
Updated August 25, 2015: Want to learn more about It’s Monday: What are You Reading? Check out @MentorTextsblog that features a special #KidLit post each week. It’s a great way to learn about new titles and model connected learning and networking with your students. #IMWAYR
I first heard of One Little Word over at Two Writing Teachers. What a wonderfully simple way to focus your energy for the year. No messy resolutions, just one little word.
So I thought: why not try it with students?
I started by pulling a variety of exemplars and popping them into my favorite tool…Padlet. This visual layout worked great in helping students see the variety of words and the visual/artistic element of the project.
As they viewed it we talked about what we noticed and some things that we wanted to keep in mind as we made our choice. I asked students to view the Padlet through two lenses. 1) word choice and 2) design elements. Then students got to work, here is a photo of their hard work!
They attacked this project with gusto. (I’m sure it was sounding better than revising those pesky feature articles.) Students used both traditional and digital tools to create their words. Then they each took a picture or screenshot, posted it to their blog, and wrote a bit about why the chose the word that they did.
It’s tempting to over schoolify things sometimes so I didn’t set any expectation for their writing other than to explain why you chose the word you did. I took a big step back on this and just allowed students to do things however they wanted because I was hoping to encourage creativity and excitement. By making the one little word their own and not a “project for school” I hope they take it to heart and use it to help make 2015 an amazing year.
It’s not too late for you and your students to find your one little word for the year! Will you try it tomorrow and let us know how it goes?
Today is Wednesday which means it’s Wonder Wednesday in our classroom. It’s sort of a catchy phrase stemming from our obsession with Wonderopolis and the fact that I wanted to make some space for open inquiry in my classroom. I hope to model and guide students to wonder everyday of the week, not just on Wednesdays! But sometimes we have to set aside some dedicated time to reflect on wonder journals, examine the class board of open wonders, read about new topics to wonder about, and ultimately seek some answers to those wonders.
Kids want to know, they are curious, it’s just a part of their very fabric. I see the early shades of this in my almost two-year old. How does this work? How many times can I slap mom in the face before she gets mad? If I mash my hand in this hummus repeatedly what will happen? You get the idea. But making space for wonder is more than just hippie dippie stuff. It’s straight up logic. Kids who are curious and want to learn do better at learning.
So Wonder Wednesday is really about reminding our students and ourselves to stop and wonder. In a busy weekly schedule where it often seems like we run from one subject to the next we have to take careful and measured steps towards weaving curiosity and passion into classrooms in a way that excites and honors kids.
Wondering can happen in so many ways. Why not try one of these ideas to make a space for wonder in your classroom?
Creating a Space
Have a stale bulletin board or wall space? revamp it into your wonder wall. Let kids fill it with questions that you can revisit when you have a few spare moments and practice your research skills.
Check out Wonderopolis for articles paired with videos on a variety of neat topics.
View a wonder worthy video like this one at The Kid Should See This. Just don’t blame us when on of your students “wonders” what would happen if they did this on the East stairwell at school, ok?
Take some time to wonder about something you are already doing in class. Stop and reflect on a class read aloud, infuse student questions in Science and Social Studies and use them to guide what students learn for the rest of the week, revisit a previous text you read together to go back and wonder and then research.
Use your class Twitter account to tweet out wonders to the world and respond to wonders shared on #wonderchat or #wonderwednesday
Wonder with another classroom either in your school or not! You can join our wondering here.
Wonder is a natural state of wanting to know. We have the desire to learn something and then we go out and do it. Any way in which you can model that process for students and make space for it in your day is a step in the right direction! Wonder on Wednesday, wonder on Thursday, Friday, Saturday, Sunday, Monday, Tuesday, Cookieday too. Start here, start now.
For more information check out the storify or resource archive from last week’s #wonderchat that lists both professional books to learn more about inquiry and wonder and childrens’ books to inspire wonder. Thanks @JoEllenMcCarthy for hosting that chat!