A few weeks ago, I instituted Webspiration Wednesday at CHC. To find out what exactly Webspiration Wednesday is, check out my original post here.
Continuing the play theme from last week’s Webspiration Wednesday, this is Stuart Brown’s take on the importance of play.
TED Talk “Stuart Brown says play is more fun”
Stuart Brown suggests that play is much more than just being a fun and joyful experience, it is intricately connected with intelligence. So, why then, do we feel the need to strip it from education? If play is such an important piece of learning and intelligence, then we should be taking every opportunity to connect learning with play. Students should enter our classrooms every day, not with a sense of dread, but with a sense of adventure and excitement at what acts of play will happen there. Play doesn’t have to stop in the early childhood classroom, play can, and should, continue into adulthood. As Stuart rightly points out, play is necessary at every point in our lives. It offers opportunities to experiment, and grow, and find new solutions. Companies like Google and Pixar are keying into the necessity of play and if the work that comes out of those companies is any indication, play works.
How do you introduce opportunities for play into your classroom? If you have a great story of play, I would love to post it on my other blog, Stories of Learning.
What it is:Fotobabble seems to be everywhere I am lately, and now that I have had a minute to play with it, I can see why. Just upload a photo, record your voice, and send or embed away. It is very simple to use and has really fun results! The only downside for use in education are: 1. on the home page of Fotobabble you can see other members creations, at the time of writing they are all clean but I would hate to send my kids here without knowing exactly what content they would run into; 2. To use Fotobabble as a student, you must first sign up. This requires an email address 🙁 Which means that under the Children’s Online Privacy Protection Act, that children under the age of 13 cannot sign up for an account on the site for their own creations. I would love to see Fotobabble create an education version that can be used by students under 13 if monitored and signed up by an adult, and without the other user generated content on the home page. That being said, Fotobabble is a fantastic tool for the classroom.
How to integrate Fotobabble into the classroom:Fotobabble can be used in a variety of ways in the classroom. For students over 13, it is a great creation tool. Students could take pictures, or find creative commons images that illustrate vocabulary that they are learning and record themselves saying the definition and using the word in a sentence. Students could collect and trade Fotobabble vocabulary with other students in the class and embed them in a blog or wiki to create their own visual talking dictionary. If you teach students younger than 13, have teachers or parent helpers build audio visual dictionaries that can be added to throughout the year. How neat would it be to have a talking, visual word wall?! This would be helpful for math, science, social studies, history, and regular vocabulary words that students learn. The format will be so valuable to your audio and visual learners. Did you take pictures of that field trip? Upload them to Fotobabble and students can record thoughts, observations, and lessons they learned on the field trip. Consider creating a class Fotobabble account that you (the teacher) are in charge of. Upload student illustrations and record a story that they have written using their own voice. This is the perfect type of project to share at parent teacher conference time. Parents can get a good idea of their child’s writing, reading, and fine motor skills all in one spot. If you complete a similar project several times through the year, both students and parents can see the growth and progress that has been made during the school year. Fotobabbles are an outstanding way to send your young students on an Internet scavenger hunt. Along the way, record directions with Fotobabble and embed on your class website, wiki, or blog. Non-readers will be able to listen to, and follow directions for any assignment. Upload a picture of a landmark or map and have students record fun facts that they have learned about the place. Send special messages from your class home to parents in the weekly newsletter. Take a picture of a project that the class has done, or of a fun activity from the week. Students can record a message about upcoming events, fun highlights of the week in learning, and a list of helpers who have signed up for the week. Parents will love hearing their kids give the news updates for the week! Are you wracking your brain for a fun Mother’s/Father’s day activity? Why not record the kids leaving a special message to their parent with a special picture made just for them? Now that is a keepsake!
Tips: Because younger students can’t sign up for their own Fotobabble account, consider creating a class account that you can be in control of. For younger students, having a Fotobabble recording center set up on one of the classroom computers might be appropriate. Since you will control the account, you will be in charge of what content is added by students.
Please leave a comment and share how you are using Fotobabble in your classroom.
What it is: Heifer International works with communities to end hunger, poverty, and care for the earth. Heifer International does not give hand-outs, they offer hand ups. Transforming lives of hunger and poverty, into sustained lives of hope. Using gifts of livestock and training, Heifer International helps families improve nutrition and generate sustainable income. I have written about a program that Heifer International has before, called Read to Feed. I highly recommend that you take a look at the Read to Feed program if you haven’t seen it before. Heifer International has partnered with BeaconFire and ForgeFX to create an interactive 3D game that teaches students about hunger and poverty in a virtual world. Through Heifer International: Game for Change, students will learn about real world conditions of poverty and how communities can create sustainable solutions. Through game play, students will learn about sustainable options for help. In the game, students take on the role of a 12 year old Nepalese girl in a village that struggles with poverty and hunger. There are four tasks/missions that students must complete in the current (beta) version of the game. Each task offers an activity that teaches a core principle. One example is a task where students learn about deforestation that makes it more difficult to collect firewood used to cook dinner. The lessons in the game mirror real-life happenings in Nepal with Heifer International’s partners. The game is currently in Beta version and the creators are asking for suggestions here.
How to integrate Heifer International: Game for Change into the classroom:Heifer International: Game for Change is an excellent way to offer your students global education, awareness, and encourage them to action. Students will learn important lessons about issues like poverty and environmental degradation in a real, hands on, manner. Start out with a geography lesson, encouraging students to find Nepal on a map or globe. Use Google Earth or Scribble Maps to put a place marker on Nepal and a place marker where they live. Talk with students about issues of poverty and hunger, exploring the Heifer International site for students where they can watch videos, do experiments, and play games. Next, allow your students to step into the story by taking the role of a Nepalese girl living in an impoverished village. Students should work to complete all 4 tasks in the game and keep a journal (online or off) of their thoughts as they complete the game. Was it hard to find food, wood, water? There are a lot of lessons packed in here, from geography and social studies, to reading and following directions and character education.
As an extension activity, students could create VoiceThreads or Animoto videos about Heifer International. Tie in the Read to Feed program so that your students can get hands on with Heifer International. Use their completed VoiceThreads or Animoto videos as “advertisements” for the Read to Feed program.
If your students are anything like mine, they will have definite opinions about the game. Why not take advantage of that, and have them offer suggestions and praise that can be used by the creators? Have students craft their ideas and send them here.
Tips: If you haven’t signed up for the Read to Feed program, it is an outstanding program. It includes free DVD, leaders guide, poster, storybook (Beatrice’s Goat), brochures, bookmarks, student rewards, and standard based curriculum. Get your students excited about reading and involved in their global community, it is never too early to get your students thinking about others!
Please leave a comment and share how you are using Heifer International: Game for Change in your classroom.
Last week, I instituted Webspiration Wednesday at CHC. To find out what exactly Webspiration Wednesday is, check out my original post here.
Today we gathered over a TED Talk by Tim Brown on Creativity and Play.
Tim reminded me of something very important, there comes a point in schooling where we begin discouraging play. We ask students to sit in their seats, to fill in the circles completely with a number two pencil, and to stay on task. There is very little time in schools for play. I think that by making schools void of play, we harm our students. There is a lot of important learning that happens during play and discovery.
In the video, Tim shows some pictures inside some major design firms (Pixar and Google). At the beginning of the year, I asked students to describe what their dream school would look like. I was very sad to learn that most of them couldn’t conceive of a school that looked different. In our first brainstorming session, most of them talked about having more recess or a longer lunch and that was the extent of their wishes. I really tried to impress on them that their school could look and be structured any way they wanted. I was met with blank stares and confused looks. The problem in the first brainstorming session was that students were doing what they do all day long in school. They were trying to guess what I was thinking. They wanted to give me the right answer. But in this instance, there wasn’t a right answer, every answer was right. I showed my students pictures of Googleplex and Pixar and explained that there was a lot of work and creativity that came out of both companies. What they saw was a playland. Nearly all of my students declared that they would work at Google or Pixar when they got out of school. One of my students asked if I would help her write a resume so that Google would have it on file when she was ready to work there (she is 9). We brainstormed a dream school again. This time the students understood that there wasn’t a right answer, that the sky was the limit. Few of them included desks in their dream school, nearly all of them included animals of some kind, and most of them wanted slides and piano stairs to get from one floor to another. We collaborated on Wallwisher and dreamed together. At the beginning of the project, I told the kids the school could look like, and operate, any way that they wanted, but there were two restrictions: 1. it had to be a place of learning, and 2. they had to justify why they included everything in their school. Most of them cited an increase in creativity and innovation (we learned that word as we looked at pictures of Googleplex). One of my students wanted a huge cylinder tropical fish tank in the lobby with clear pipes branching out and winding around the school and through the classroom. She thought the fish would be interesting to study and an inspiration for learning. Another student wished for swing chairs hanging from the ceiling so that they could move while they learned. Several kids wanted dogs in the school that they could read to because, “dogs won’t make fun of you when you make a mistake reading out loud.” Once the students felt comfortable with not having one right answer, they let their imaginations run wild and came up with excellent ideas and suggestions.
We need to help kids understand that there usually isn’t only one right answer. They have been so primed to believe that every problem has one correct answer because we overload them with tests and worksheets that tell them that it is so. We squash creativity. Pretty soon they become adults who don’t know how to play and as a result, aren’t creative. How do you encourage creativity and outside the box thinking in your classroom?
What it is: Grammaropolis is a fun find that helps students learn the parts of speech. In Grammaropolis, all of the characters are a different part of speech. Students will “meet” Adverb, Linking Verb, Pronoun, Adjective, Preposition, Slang, Noun, Conjunction, Interjection, and Action Verb. Each character is personified with personalities inspired by their grammatical roles in a sentence. The characters interact with each other the same way that parts of speech interact in a sentence, brilliant! Each character has a character card that tells a story about them. Students can watch short Grammaropolis videos starring the characters (parts of speech) that live there. Students can take Grammaropolis quizzes, complete word sorts, and color the characters of Grammaropolis in an online coloring book in the games section. Students will enjoy the fun Grammaropolis song featuring all of the characters of Grammaropolis. Coming soon, students will be able to read a book series starring the Grammaropolis characters.
How to integrate Grammaropolis into the classroom: Visual learners will absolutely love this site that personifies the parts of speech. All learners will appreciate the stories about the parts of speech. We learn best through story. Story gives us a framework for our understanding of new concepts and helps us to use those new concepts. Grammar is often a subject that is taught purely through memorization of rules and drill and skill exercises. This makes it difficult for students to really understand grammar. Grammaropolis is an excellent solution to this problem. Use the Grammaropolis character cards to introduce students to new parts of speech. Watch the videos and listen to the song as a class to delve deeper into the character traits that each part of speech has. The books on Grammaropolis are coming soon, while students await these, why not encourage your students to write their own stories that include the characters of Grammaropolis? Do you have older students that could use a parts of speech refresher? Have them create stories using the characters for younger students. The characters have already been developed for them! Print out the character cards and post them around the classroom. This will help your visual learners, when you talk about “Pronoun” they will be able to associate it with a character and story. Set up the Grammaropolis games on classroom computers as a literacy center that students can visit to practice their understanding of the parts of speech.
Tips: Grammaropolis is currently holding a contest. Helping Verb is lost, students can draw what they think Helping Verb should look like. Submissions will be accepted until March 31, 2010 (so start this contest with your students today!). Five finalists will be posted on the Grammaropolis blog on April 7 with a winner announced April 22. The winner will recieve a gift pack, there character drawn by a professional and added to the Grammaropolis team, and receive a 20″x30″ poster featuring their character singed by the Powerhouse animators that make the Grammaropolis videos. The winning character will debut in Action Verb’s book in the book series.
Please leave a comment and share how you are using Grammaropolis in your classroom.
Megan Palevich (@mrspal) was nice enough to share a Story of Learning with me yesterday. Her story is entitled “To Kill a Mockingbird Meets the 21st Century”. This is learning her students will remember for years to come. I have a feeling that they will always have a special place in their hearts for the characters that they met on this social networking journey. Thank you for sharing with me Megan!
What it is: Sometimes I use a website and recommend a website so often in my own corner of the world, that I forget to share it with all of you. Scribble Maps is one of those websites. Jonathan Wylie posted about Scribble Maps on his blog, Educational Technology Blog, last week and it made me wonder if I had ever posted here about it. A quick search revealed I had not. That sent me on a search through my blog of websites that I use most often with my students, and many of them have been overlooked here. I guess I assume everyone knows about them because I use them so much. You know what they say about people assuming things… So, I will sprinkle in blog posts of some well known tools (in my classroom) as I realize they are absent! Scribble Maps is a website that lets you scribble, draw, and annotate over Google maps. Scribble Maps even lets you print your maps, save them, embed them on your website, blog, or wiki or save them as jpeg images to your computer. Sweet, huh?! In addition to annotating over maps, you can also add place markers with titles and descriptions, and add images to the map. Maps can be viewed as regular maps, terrain maps, hybrid maps, or satellite maps making it pretty ideal for every classroom need.
How to integrate Scribble Maps into the classroom: The days of bulky pull down maps taking up space in your classroom are over. If you have an interactive whiteboard or computer with projector, Scribble Maps is all you need. (You couldn’t write on those expensive maps anyway!) Scribble Maps is perfect for your every map need. Whether it is a quick reference or an in depth geography lesson, Scribble Maps is easy to use, save, and print. Use Scribble Maps in literature or history and drop place markers with descriptions on a map as students read. Students will have a better idea of what is happening in story when they can visually see places mentioned marked out on a map. Scribble Maps would be a great tool for those Flat Stanley projects that elementary classrooms across the country do each school year. Create a map and plot all of the places that Stanley traveled, attach pictures of Stanley, with those he visited, on the map. Play map games calling out geographical places and having students find them on the map and tag them with the information they know.
Scribble Maps lets you share maps via Facebook, in the high school classroom create a class page that students can become fans of and post homework help, links to educational websites, etc.
Stories of Learning is another new blog I am launching this week. I interact with teachers every day who are innovative, creative, and doing transformative things in education. We need to collect these stories in one place. Stories of Learning is (I hope) a place where we can record all of these. Write a guest post, cross post something that you have already written, I would love it all!
Today I instituted Webspiration Wednesday at my school. I have noticed over the years that second semester seems to be lacking motivation and morale January through March. Maybe it is because winter is STILL dragging on, maybe it is because it feels like a long stretch before spring break, or maybe it is because the complaints of the year are really settling in. I have noticed this phenomenon in all the schools I have been in. During last weeks #edchat on Twitter, I learned that low morale is a common problem that most schools face. As we talked about ways to boost morale, I thought about the ways that my amazing PLN boosts my morale every day. They encourage me, give me new ideas, and reignite my passion with the great links they share. I wanted to bring some of that to my school. I wanted teachers to have a chance to laugh together, and enjoy each others company, and get away from the teachers lounge which can end up being a place to gripe about everything that has gone wrong that morning.
Last night, in a moment of divine inspiration, I decided that it was high time for Webspiration Wednesday. So, this morning I sent out invitations to the entire staff to join me for Webspiration Wednesday lunch in the library. Teachers trickled into the library, lunches in toe, and we sat down and watched a TED Talk together. I chose “Sir Ken Robinson Says That Schools Kill Creativity”. It was a great Ted Talk to start Webspiration Wednesday with, not only is Sir Ken Robinson inspiring, he also has a great sense of humor. He had us laughing together (which as it turns out is a great stress reliever) and thinking about school and our students in new ways. After the video had ended a spontaneous and lively discussion ensued about those kids that we have in our classrooms that we are stifling. We offered each other ideas for giving them room to be creative. It was fantastic. We all left are short 25 min. lunch feeling refreshed and ready to take on the rest of the day. I wonder if the students noticed a difference in teacher attitudes after lunch? I plan to hold Webspiration Wednesday every week and have asked my PLN on Twitter to join in using the hash tag #webspirationwednesday if they come across inspiring articles, videos, lessons, stories, etc.
Now a disclaimer, I did not ask permission to start Webspiration Wednesday. I just did it. Sometimes I think it is better to ask forgiveness (if need be) than to ask permission. In our #edchat discussion, we talked about who should have the responsibility to boost morale in a school. My answer was everyone has that responsibility. I decided to take my own challenge and be the one who tried something new, something different. Will you be that person at your school? What boosts your morale? What have you seen work well in the school setting?
Below is the TED Talk that we watched together, I believe you will find it inspiring.
I have said it before, and I will say it again, my PLN (Personal Learning Network) on Twitter has been a great source of joy, encouragement, and friendship. I have never met 98% of my PLN in person, and yet they are always there for me, cheering me on and offering suggestions when I fail. If you haven’t made the leap into the world of Twitter, I highly recommend it. If you are looking for a top notch group of educators to follow, may I suggest the Edublogger Alliance group? Once you are on Twitter, be sure to join in on #edchat. There are two #edchat conversations that take place every Tuesday. I can feel myself getting smarter as I learn from the BEST educators in the world every Tuesday. Just follow the hash tag #edchat and be sure to add it to the end of your Twitter messages to participate. I can promise that you won’t be disappointed.
If I am speaking Greek to you, take a look at @shellterrell’s posts about #edchat and PLN’s. She will have you joining in the conversation and fun in no time!
Staff meetings are generally very dry affairs. Often they become reiterations of the email memos that have been sent out. In an effort to make our staff meetings more worthwhile experiences, I suggested that we use our March staff meeting to show teachers a different way of learning. I didn’t just want to tell teachers about the benefits of constructivist learning, I wanted them to experience the benefits first hand. I proposed holding an Amazing Race competition with our staff. We would split the staff into teams, give them tasks, clues, detours, and road blocks. The first team to complete the tasks would receive a “sweet million” (a King sized Hershey bar with a Starbucks gift card attached).
Tasks: These were things that the team had to do together. For example one of our tasks was to count all of the biographies in the library, and subtract the sum of biographies that were less than 100 pages. (Our 3rd grade students are required to read biographies that are more than 100 pages, the idea was to get teachers looking through the biographies, realizing the small number of appropriate biographies that meet their requirements). Some of our other tasks included, stopping somewhere in the building and taking a silly team picture with a camera stationed there, searching United Streaming for an Animal Cracker (idioms) video, filling out a Google Form that asked questions about previous tasks, and using search tricks in Google.
Clues: These pointed the teams to the next task. We had route markers throughout the rooms and halls to point the way.
Detour Clue: These are random tasks. Example: Find a maintenance form, substitute form, and reimbursement form and write who should receive each at the top of the form.
Road Block: These are completed by only one member of the team. For example: jump rope and have a teammate take a picture.
We started our Amazing Race Staff Meeting by giving each team colored bandannas, a school map, a bottle of water, pen, and notebook. Before the race began, we watched a CHC Amazing Race video. Our teams were off, teachers were running down the hallway and shouting directions to each other. They were working, learning, and having fun together.
You can see our Amazing Race video and Google form here.
The meeting was a huge success. Morale was boosted, staff bonds were strengthened, and teachers participated in a different kind of learning. It was fun! I had NO idea how competitive our staff is.
What creative staff meetings have you been a part of? What kinds of staff meetings do you find most useful?
