Goosechase https://www.goosechase.com/edu/
This educational app that allows teachers to find and assign scavenger hunts or create their own to suit their students! The app has students take pictures of the item in the scavenger hunt once they find it and the points are even recorded in the app.
Goosechase could be used in physical education classes because students could be asked to run from place to place. This app could also be used in any beginning of the year team building or icebreaker activities. It would also be a great tool to use during a field trip. As a teacher, you could also create a scavenger hunt of important library resources or books that will be used throughout a class.
https://www.youtube.com/watch?time_continue=62&v=6CyfDyHJ9uw&feature=emb_title
Great Big Story https://www.greatbigstory.com/
This is a website has a variety of interesting short videos that give a good look into a variety of topics. Everything from delicious snacks around the world to issues regarding climate change and environmental awareness are available in short video forms.
I can envision this website being a great place to find awesome videos to introduce a topic such as environmental issues or as a way to show the diverse cultures and traditions around the world. Many of these videos are short enough they could be used as hooks at the beginning of class or as extra information for a student interested in doing a project on that topic. A teacher could direct students to this website to find extra information or have students find a video to use as a jumping off point for a passion project. The link below will lead you to a video focussed on Greta Thunberg: The Teenager Leading the Fight Against Climate Change.` Not only is the message of this video is important, but the fact that the face of this video is a young girl could inspire students to stand up for important issues they care about as well.
https://www.greatbigstory.com/stories/greta-thunberg-tackles-climate-change?storylist_type=brave&storylist_id=97
Floop https://www.floopedu.com/
This is an application for education that makes providing feedback to students easier and quicker. It is a way for teachers to open up lines of communication with students about their work WHILE they are working on it. Students take a photo of an essay or math problem and can easily send it to their teacher to ask a question. The app also always students to peer edit without revealing the identities of the students and has an option for students to complete self reflections and edits of their own work.
While this app was designed for high school teachers because they usually have over 100 students in their classes, I believe this would be an effective tool in junior classes as well. Particularly with subjects like English, this tool would be a great way to get students in the habit of creating many drafts and editing their work often. I also really like the idea of having students peer edit anonymously. I think this could help students view the class as working together as a team to do their best and also would be another way that students could receive timely, meaningful feedback.
https://www.youtube.com/watch?time_continue=22&v=yMsJfj2LGJ8&feature=emb_logo
Friday, 24 January 2020
Thursday, 23 January 2020
Instructional Approaches
Project Based Learning -PBL-Online PBLWorks Online is a great site for ideas or resources when it comes to Project based learning. After signing up for free, you can easily filter what type of project you are looking for depending on subject! In a fine arts class, PBLWorks suggests that every student take on the role of a photojournalist to tell a story about their community in order to embed project based learning into the classroom. The Community Photojournalist project would be a great way for students to engage with their community while learning and experimenting with photography and the ways that images can tell stories. Students would have to set up and plan their images, and use their creativity to create interesting images. They could use interviews and photos together to visually document local cultural and social stories. There is a great opportunity for this art project to become cross-curricular with English as students could write up summaries of interviews or background information on their topic. The finished project could be shared with the community through a digital exhibition or shown live at a community or school meeting or assembly.
Problem Based Learning -This type of learning invites students to think about problems at the start of a topic and develop skills around finding information and solutions. Students are asked to identify what they need to learn and where they should go to find information. The teacher provides the educational materials and guidance to help facilitate the learning. Amber Carney is a grade 2 teacher who has created a graphic organizer so her students can better understand their math problem at hand. Amber does not reveal the topic but types out the problem for her students and they begin to create a strategy that will help them solve the problem. Using Problem Based Learning with Math Lessons is a video that shows Amber going through this process in her class. Students start out trying their strategy independently before discussing with their partner. Partners will then come up and describe their problem solving strategy to the class.
Design Thinking -PBSKids.org has a variety of design challenges for students where they can focus on using simple materials and designing something real to solve a problem. For example, Build | Hovercraft . DESIGN SQUAD GLOBAL shows students designing a hovercraft. Use in the junior classroom - This could be tied into many topics in the classroom, and different subjects. In math class, students could do the calculations necessary to make the hoverboard work, then measure and design it before creating the hoverboard. In science, this design could be tied into a unit on air or environment.
These instructional approaches to education are important to incorporate into a junior classroom because they allow students to learn in a variety of ways and develop a variety of skills. Through problem, project, and design based learning, students think creatively to find solutions while learning. Instead of being lectured to and asked to memorize content, students are encouraged to think independently, and to learn those same concepts for themselves through a hands-on activity. One of my personal favourite instructional approaches is project based learning because there is room for differentiation. For instance, if a student is highly skilled in the subject at hand, the teacher can encourage that student to develop a more complex project, or point them toward resources that are of a higher level. While a student who needs more assistance in that subject would still be able to create something they are proud of and develop their critical thinking and problem solving skills even if it is not as complex of a project. I also have a soft spot for project based learning because students often work well when they are focussed on something they are personally interested in. These types of projects allow teachers to check in and discuss progress with students throughout the project which means teachers can mark the process as well as the project.
Problem Based Learning -This type of learning invites students to think about problems at the start of a topic and develop skills around finding information and solutions. Students are asked to identify what they need to learn and where they should go to find information. The teacher provides the educational materials and guidance to help facilitate the learning. Amber Carney is a grade 2 teacher who has created a graphic organizer so her students can better understand their math problem at hand. Amber does not reveal the topic but types out the problem for her students and they begin to create a strategy that will help them solve the problem. Using Problem Based Learning with Math Lessons is a video that shows Amber going through this process in her class. Students start out trying their strategy independently before discussing with their partner. Partners will then come up and describe their problem solving strategy to the class.
Design Thinking -PBSKids.org has a variety of design challenges for students where they can focus on using simple materials and designing something real to solve a problem. For example, Build | Hovercraft . DESIGN SQUAD GLOBAL shows students designing a hovercraft. Use in the junior classroom - This could be tied into many topics in the classroom, and different subjects. In math class, students could do the calculations necessary to make the hoverboard work, then measure and design it before creating the hoverboard. In science, this design could be tied into a unit on air or environment.
These instructional approaches to education are important to incorporate into a junior classroom because they allow students to learn in a variety of ways and develop a variety of skills. Through problem, project, and design based learning, students think creatively to find solutions while learning. Instead of being lectured to and asked to memorize content, students are encouraged to think independently, and to learn those same concepts for themselves through a hands-on activity. One of my personal favourite instructional approaches is project based learning because there is room for differentiation. For instance, if a student is highly skilled in the subject at hand, the teacher can encourage that student to develop a more complex project, or point them toward resources that are of a higher level. While a student who needs more assistance in that subject would still be able to create something they are proud of and develop their critical thinking and problem solving skills even if it is not as complex of a project. I also have a soft spot for project based learning because students often work well when they are focussed on something they are personally interested in. These types of projects allow teachers to check in and discuss progress with students throughout the project which means teachers can mark the process as well as the project.
6C's
The 6 C’s of character education, citizenship, communication, critical thinking, collaboration, and creativity are important components of a productive and forward-thinking learning environment. A classroom that helps students develop these skills is a classroom that helps students prepare for their future and contributes to a generation of thinkers and creators who are curious and care about their world.
The 6 Deep Learning Competencies are directly related to learners in the 21st Century because the students who are in elementary school now, will be graduating into a world that demands certain qualities and skills from people in order to succeed in many fields. The 21st century presents educators with an opportunity to redefine what learning and education should look like and what it should achieve. As we move into a world where many jobs can be done by robots, we need to help students engage with their world in meaningful ways, develop their curiosity, and help build students’ confidence so that they can create and develop new ideas and projects. It is so important that we help young students begin to question things, and develop their creativity because they are the people that will be in charge of making innovative technology. 21st century learners, as humans, need to be able to do what robots cannot. In A Rich Seam, Deep Learning is described as an important part of education going forward. It “ goes beyond the mastery of existing content knowledge” (Fullan & Langworthy 7) and asks students to engage fully in issues and topics that are relevant in the real world. This means that in order to be successful in new, forward-thinking projects that incorporate the 6 C’s students need to be able to think outside of the box, problem solve, create, and use digital tools.
A Rich Seam calls on educators to create projects for students that allow each student to connect “to personal interests and aspirations” (Fullan & Langworthy 34). The teacher who developed The Enigma Project in the video has succeeded in creating this type of project. In this project, there is room for student choice which allows each student to explore a topic of personal interest which could spark an interest in a particular career. One student said that this project ‘changed what she wants to be when she grows up’ and another explains how her understanding and perspective regarding people with autism has changed after exploring her topic. Here, we clearly see that the student is developing empathy and understanding for others, which is part of the Character Education component of the 6 C’s. This video also outlines the ability for a project to develop citizenship as students explore different cultures and peoples. I would imagine that these projects would be shared with the class when complete, so each student would learn from their peers about a unique and important topic. The video also highlighted the fact that students were writing to community members, researchers, and doctors to find more information about their topics. This not only develops their communication skills, but it also shows students how helpful community members can be. These types of connections are wonderful because they introduce students to people in a field that they have an interest.
The Enigma Project is a type of project that I would hope to incorporate into my own future junior classroom because it gives students the opportunity to be in charge of their own topic and developing their own way of finding and presenting their research. While teaching grade 2 last year, our class worked together to learn and understand the differences between people. One of the topics that really hit home with my students was the fact that some children do not live with their biological parents. The concept of an orphanage was new for most of my students, and something they were very curious about. So, we all came up with different things we could do to help children that live different lives than ourselves. We explored places where there is not enough water, and places where children don’t get to attend school, along with children in orphanages. After exploring these topics as a class, the students began choosing their topic and problem solving. Each student presented their idea to the class and we all voted on which project we wanted to make happen. As a class, our goal was set after the presentations; we were going to put together pencil cases and have them delivered to an orphanage. Since I was going on a trip to Medellin, Colombia that year over March Break, I connected with an orphanage there before I left. I was then able to give the students a clear picture of where their efforts were going and deliver the pencil cases myself. The students’ curiosity about other cultures, and about the different lives that children lead all over the world was sparked and explored through this project.
Works Cited
Fullan, Michael, and Maria Langworthy. “A Rich Seam.” A Rich Seam, Pearson, Jan. 2014, michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf.
The 6 Deep Learning Competencies are directly related to learners in the 21st Century because the students who are in elementary school now, will be graduating into a world that demands certain qualities and skills from people in order to succeed in many fields. The 21st century presents educators with an opportunity to redefine what learning and education should look like and what it should achieve. As we move into a world where many jobs can be done by robots, we need to help students engage with their world in meaningful ways, develop their curiosity, and help build students’ confidence so that they can create and develop new ideas and projects. It is so important that we help young students begin to question things, and develop their creativity because they are the people that will be in charge of making innovative technology. 21st century learners, as humans, need to be able to do what robots cannot. In A Rich Seam, Deep Learning is described as an important part of education going forward. It “ goes beyond the mastery of existing content knowledge” (Fullan & Langworthy 7) and asks students to engage fully in issues and topics that are relevant in the real world. This means that in order to be successful in new, forward-thinking projects that incorporate the 6 C’s students need to be able to think outside of the box, problem solve, create, and use digital tools.
A Rich Seam calls on educators to create projects for students that allow each student to connect “to personal interests and aspirations” (Fullan & Langworthy 34). The teacher who developed The Enigma Project in the video has succeeded in creating this type of project. In this project, there is room for student choice which allows each student to explore a topic of personal interest which could spark an interest in a particular career. One student said that this project ‘changed what she wants to be when she grows up’ and another explains how her understanding and perspective regarding people with autism has changed after exploring her topic. Here, we clearly see that the student is developing empathy and understanding for others, which is part of the Character Education component of the 6 C’s. This video also outlines the ability for a project to develop citizenship as students explore different cultures and peoples. I would imagine that these projects would be shared with the class when complete, so each student would learn from their peers about a unique and important topic. The video also highlighted the fact that students were writing to community members, researchers, and doctors to find more information about their topics. This not only develops their communication skills, but it also shows students how helpful community members can be. These types of connections are wonderful because they introduce students to people in a field that they have an interest.
The Enigma Project is a type of project that I would hope to incorporate into my own future junior classroom because it gives students the opportunity to be in charge of their own topic and developing their own way of finding and presenting their research. While teaching grade 2 last year, our class worked together to learn and understand the differences between people. One of the topics that really hit home with my students was the fact that some children do not live with their biological parents. The concept of an orphanage was new for most of my students, and something they were very curious about. So, we all came up with different things we could do to help children that live different lives than ourselves. We explored places where there is not enough water, and places where children don’t get to attend school, along with children in orphanages. After exploring these topics as a class, the students began choosing their topic and problem solving. Each student presented their idea to the class and we all voted on which project we wanted to make happen. As a class, our goal was set after the presentations; we were going to put together pencil cases and have them delivered to an orphanage. Since I was going on a trip to Medellin, Colombia that year over March Break, I connected with an orphanage there before I left. I was then able to give the students a clear picture of where their efforts were going and deliver the pencil cases myself. The students’ curiosity about other cultures, and about the different lives that children lead all over the world was sparked and explored through this project.
Works Cited
Fullan, Michael, and Maria Langworthy. “A Rich Seam.” A Rich Seam, Pearson, Jan. 2014, michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf.
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