Gizmos

I was really excited to try this website! I fully bought into Gartner Hype Cycle for Emerging Technologies and had inflated expectations.

Screenshot from Ch. 8 Bates

However, it fell flat for a serious gaming experience. As Bates wrote, there are 4 essential game elements:

  1. Learning
  2. Storytelling
  3. Gameplay
  4. User experience

I feel like Gizmos is lacking quality that improves user experience, and would disengage learners. It is missing several aspects of effective game design such as realism, feedback, and surprises. I feel like game-based learning is still missing the quality and realism that makes games fun. As Bates mentioned there is some debate about game-based learning and the impact on learning outcomes, and it is mostly studied to improve the affective domain. The Gizmos lessons I explored did nothing to engage me. I am a recreational gamer, and I think the biggest limitation is that these lessons are in isolation without a backstory and do not have high production.

Another factor is the alignment of Saskatchewan curriculum. Gizmos, like most educational sites, are aligned to United States curriculum. It can be hard to align these concepts by grade level and topic. If there was an option to select and deselect sections in Gizmos, it would be easier to align to the curriculum, but as it exists, it doesn’t match curricular outcomes. You can watch my walk through below and hear my disappointment as I continue exploring.

Gizmos Walk Through

I think there are better options available, and that this hasn’t been engaging enough for me to try it out in my classroom. I could see using it as a quick demo for my students for us to manipulate and discuss as a class, but I do not see the added value of elementary students manipulating these ‘serious games’. If anyone loves Gizmos, please change my mind!

Know Your Meme

Time for TikTok – Update (Part 2)

In this post I am applying Dr. Mike Ribble’s 9 Elements of Digital Citizenship to my personal application of TikTok and Flipgrid in the classroom. To keep things organized for my final project I’m going to investigate the themes I feel most relatable to each platform separately. Even though they are both video based platforms, I think there are different applications, audiences, and considerations that are unique to each platform which will affect my final project for EC&I 832.

Image from Let’s Talk Science

TikTok

Element 3: Digital Etiquette

When copying someone’s content, it is expected that you tag the original creator when replicating. There is a history of Black creator content being replicated by white creators without crediting the original poster. While scrolling TikTok there are many fantastic lesson ideas and resources that teachers have created videos for. While I am still finding my own style, I will need to be cognizant of where I am getting my inspiration from and making sure I credit those creators using appropriate “netiquette”.

Educating Self and Others

Element 4: Digital Literacy

Something I feel can be overlooked in education is the purpose of the technology. We need to be explicit about what platform we are creating and sharing content on. For TikTok, I think it is a great format to share resources, strategies, and teaching comedy. It would be important to communicate the importance of voiceovers, selecting appropriate sounds, and captions as each communicating meaning and intent. The way I’ve been approaching sound selection is by finding a sound and exploring TikToks that use that sound to make sure I am using it appropriately. This has been working, although I haven’t mastered the video and sound synch yet. I can see the potential to teaching students the importance of author’s craft in multimedia literacies.

Element 5: Communication

Author’s craft definitely applies to Dr. Ribble’s fifth element, Communication, which is using the right technology to communicate, for what purpose and to whom. I think this is the real importance of teaching students how to use authors craft to boost engagement on a platform (hey, influencing is a real profession!). This applies to many Saskatchewan Curriculum outcomes such as CR3.2, CC3.3 CR5.2, and so many more! Teachers need to realize that to assess these outcomes it doesn’t have to be a written text, there are professions where sound and art are their primary focus in graphic design, advertising, video game production, T.V., the list goes on. I have dabbled in creating content for entertainment, resources, and a unit introduction, but I still haven’t decided on a “brand identity” for my account.

My first attempt at a content TikTok

Element 9: Health and Wellness

This is probably the biggest concern I had for myself when downloading TikTok, just how much time was I going to spend on TikTok mindlessly scrolling? TBH, it has increased my phone time, although that is part of this project so I really want to look at how it may affect my mental health. It is easy for teachers to compare these “learning snapshots” that TikTok offers, the cute classroom décor, the engaging lesson plans and feel like a complete failure. It is important to remind yourself and others that this is a highlight reel, since we control what we post we are going to put ourselves in the best light we can. I appreciate that in TikTok’s settings there is a “Digital Wellbeing” category where you can set time management and restricted content.

I haven’t engaged with the platform enough to understand my own boundaries with TikTok, so these settings are currently off for my profile. I have noticed that because I haven’t given much personal information to TikTok yet, the algorithm for my “For You” page is not yet tailored to my interests and can often frustrate me with TikTok’s initial algorithm. I’m interested to see how this changes as I engage further with the platform with likes and follows.

Flipgrid

Element 1: Law

The first thing I will need to do in my division for Flipgrid is look at students’ Media Release forms. While this form doesn’t apply to limited access platforms such as Flipgrid, it is still important to model respect for privacy and offer choices such as audio recordings or filters to build a community of trust within your school families. In this I believe it is important to be transparent with parents about the access to student work, moderation of comments, and their right to deny use. While I don’t want to disadvantage students by omitting technology or being afraid of it, there is a different comfort level among families that needs to be respected. Teachers and families are a team, not opponents.

Element 3: Digital Etiqutte

The next step to implementing Flipgrid in the classroom will be to determine digital etiquette when interacting with other’s posts. This includes likes, reactions, and comments. It will be important to teach students that what we write is stored, and has serious effects. In the day of screenshots, it is also important to have a conversation of respecting other’s privacy by not distributing or editing images of other people without their consent. This also ties to the next element I’d like to address.

Element 8: Rights and Responsibilities

This element includes modelling our responsibility to report other’s misuse of a platform and maintaining digital equipment (including school provided resources). I’d like to have students create their responsibility list as a class and agree to these conditions, as well as the consequences of not following these conditions. This puts ownership to them in creating a safe digital community. I’d like to scaffold and practice this by first having students upload their videos with a moderated topic, then progressing towards unmoderated topics. This will allow me to have one-on-one conversations with students who are not complying with these responsibilities.

I’m looking forward to testing and comparing these two video platforms. Now, I’m off to make more embarrassing TikToks!

Happy teaching,

Leah

“Structures” in Online Learning

Grade 3 Structures and Materials Virtual Experience

One of the major disappointments for myself and students when we were switched to online learning was the removal of courses that were not considered “core subject areas”. This included Science, Art, Health, Physical Education, and Social Studies. I have previously mentioned how I believe that skills are the essence of learning and using technology responsively. Science in particular focuses on inquiry, scientific methods, and resiliency.

For my Course Profile, I wanted to challenge the view of virtual learning as “supplementary” and “passive”. I want to show that active learning happens in all settings if a teacher is creating activities beyond the screen and having student be engaged citizens in their communities. The same (modified) strategies are essential for student success. Community building and relationships, scaffolding, and inquiry learning are all vital to student engagement and success.

The one hour Zoom time is not to be used for lectures, but to build classroom community, get active, activate background knowledge, and engage students! I love to start my classes (and allow students to trickle in) with the “Chase Series” from Coach Corey Martin. Try one for yourself below.

When we did this as a class, I may have dressed as Mario, but I will not be providing evidence of this.

After 2 years of helping my district by teaching JH, this one hits home.  Glad to be back to all HS! | Fishbowl
Image from Fishbowl

These activities improve student learning by getting students moving, and build relationships by allowing time to be silly! Another popular with students relationship building activity was one I dubbed, “emoji faces”. All we did was make a shared slideshow of emojis and we tried to mimic them. Of course my dog, Mia, had to participate.

Activating background knowledge can be done using break out rooms, Quizziz, Google Jamboard, word webs, Zoom chat, and anything else you’d use in the classroom. I find it best to keep my direct instruction time to 10 minutes, complete some guided practice as a group, reflect, and then bring them back for another movement activity to ease them into their asynchronous work time.

Below I’ve outlined my ambitious plan for the Grade 3 Science Unit: Structures and Materials. I can’t wait to begin creating!

Course Profile

Student Profile

There are sixteen remote students learning across Prairie South School Division in Grade 3. Two students are accessing content on their farm, and have occasional connection issues. All students have access to a tablet or laptop through the division, and have been given student emails to log into their devices and LMS. I have three students reading well-below grade level and require additional support in reading and writing. There are 4 students who do not have access to additional supplies for projects in their home. All students are required to have an adult at home while in the Prairie South Virtual School. 

Course Format

All learning will be online with a blend of synchronous lessons and a choice of synchronous or asynchronous project work time. Students will be attending synchronous lessons on Zoom from 9:00-10:00 AM and from 1:00-2:00 PM daily. These science lessons will take place from 1:00-2:00 PM daily and will be recorded and posted for asynchronous student access. Students will be using Google Classroom to access asynchronous assignments, where Google Slides assignments will be posted. Assignments will offer a quick (<5 minute) introductory video including a walkthrough of assignment instructions and examples. 

Course Objectives

These lessons will cover the Physical Science outcome strand in Grade 3 Science. The outcomes are:

*SM3.1 Investigate properties of materials and methods of joinery used in structures.

*SM3.2 Assess the function and characteristics of strong, stable, and balanced natural and human-built structures.

I will also be focusing on Science Foundation 3: Scientific and Technological Skills and Processes through assessment of inquiry projects throughout this unit.   

Course Tools

Student Materials

  • Laptop or tablet
  • Google Read and Write 
  • Student email
  • Access to Google Classroom
  • Epic Books
  • 6 pieces of paper (can be newspaper or recyclables)
  • Tape or glue
  • Picture books (or magazines, newspapers, flyers etc.)
  • Newspaper/scrap paper

Assessments

FormativeStructure Scavenger HuntStructure SortsMaterial ChoicesJoining Materials Scavenger HuntColumn Strength TestRecyclable, Renewable, Reusable SortQuizzizClass discussions
SummativeChoice Structure Research- Brochure RubricNewspaper Challenge-Plan and Test Self EvaluationDesign a Playground-RubricPlan and Label a Unique Structure-  Rubric and Self-Assessment 

Teacher Materials/Tools

  • iPad for drawing/virtual whiteboard
  • Student materials printed by request
  • My School Sask for attendance/grade input
  • Google Classroom Rubrics
  • Sample work creations

Considerations/Planning for Student Success

  • Students reading below grade level (and all students) will have access to Google Read and Write to assist with speech-to-text and text-to-speech. 
  • Students with low bandwidth (and all students) will have access to lessons asynchronously if they cannot commit to Zoom times. 
  • Access to the Zoom room for help will be provided from 9:00-3:30 daily. 
  • Audio/video files on each slide will assist with reading and vocabulary. 
  • Google Chat and/or comments on assignments can be used to contact me at anytime throughout the day and I will respond in the order I receive them. 
  • Students without materials can request a material package for the unit, which I will mail out or deliver. 
  • Weekly schedule sent out to all parents with assignment names.
  • Removal of additional practice for students with IIP goals.
  • All assignments have one week to complete an assignment, with the possibility of extensions when required. 

If you stuck around through this long post, please leave any suggestions and comments below!

Happy Teaching,

Leah

Teaching to the Tech

Often I’ve heard that teachers will “teach to the test”. In a time where tests are being assessed for their validity and authenticity of student learning, I sometimes see technology being substituted as an “end point”. We teach technology because we feel like students “need” to know it. However, I feel that technology can be used as a way to build skills such as perseverance, problem solving, creativity, and collaboration.

How I Met Your Mother- Mystery vs. History

So, what do schools need to do to prepare our students for their future?

Teachers 20 years ago couldn’t have predicted the world we live in now, neither can we predict what the world will look like in 20 years. The content that we teach changes, but the strategies we use to teach it, are not. I like this view of learning, because it means I don’t have to memorize content. I have to learn skills that help me learn better and more efficiently. We need to foster curiosity. When we are curious, we need skills to find and locate information, be able to confirm and construct meaning, and to evaluate information. These skills are useful if we are researching in a library or using a search engine like Google. When we learn these skills we can apply them not to just one technology, but all future technological advances. When I’m teaching code to elementary students, I emphasize that we repeatedly need to check our code as we progress, rather than at the end. I emphasize that I’ve never written a code correctly on my first try, and that it can be frustrating. I also tell them that I’m not going to help them *gasp*. They need to fail and help each other!

This also doesn’t mean we don’t teach how to use technology into our classroom. Just as abstinence-only sexual health education is proven to be ineffective, there cannot be abstinence-only digital education. We need to teach them how to become responsible digital citizens and how technology can help us reach our goals when we know how to use it effectively.

The Future of Schools

Are brick-and-mortar schools on their way out? The short answer for this is, no. While during the COVID-19 pandemic we have seen an increase in remote learning options that have benefitted many, it has not benefitted all. Education needs to be available to everyone. For many of our students, school is the only place they feel safe and cared for. The reality is, our workplaces would need to change first. For students to be at home, their parents also need to be at home. We also aren’t preparing all students for a life of academia or office work. Many skills need to be taught by a skilled person (teacher) in a safe, supervised setting. If its woodworking, mechanics, coding, mathematics, or writing, we need to assess and reflect on our work as we go.

Curriculum

Grade 4 Saskatchewan ELA Curriculum

Our curriculum places the learner at the center, then Broad Areas of Learning, followed by subjects. What this image shows is that we value Thinking, Identity and Independence, Social Responsibilities, and Literacies more than we value the outcomes. Yet as teachers we often get stuck on only presenting the outcomes, but we need to look at learners as a whole. We can’t only teach to the test or tech.

Time for TikTok

Image from ifunny.co

I’m 29 years old, and I’ve made a point of not downloading TikTok. I already struggle with “multi-tasking” by working, listening to a podcast, and scrolling my phone. My shortening attention span always requires more stimulation to stay focused. TikTok seems like an endless trap.

When on Twitter for EC&I 832 I saw Holly Alexander tweeted about #booktok. I had never considered using TikTok in an educational setting, other than #teachertok humorously exposing the challenges of teaching.

As I browse TikTok I’m starting to see how these videos can be used to do short demonstrations, engage learners, and simply give exposure to topics. For my EC&I 834 Major Project, I plan on experimenting with TikTok trends in education. I’m definitely going to include the *star*, my dog, Mia. Stay tuned for bad dancing, book toks, and some laughs at my expense. Does anyone have a suggestion for another app to put to the teacher test?

Happy teaching,

Leah

Teachers Can Do “Virtually” Anything

My venture into online learning was sudden, as any teacher in 2020 can attest to. In March of 2020 all teachers and students in Saskatchewan were moved to an online model due to the COVID-19 pandemic. Those first months went by rather uneventfully. Learning opportunities were limited to English Language Arts and Math for elementary learners, and were considered optional. I began with 13 students participating in online learning, then by May I was down to 2 students. This model was unsustainable, and ineffective.

Fast forward to September 2020. Teachers and students were eager to return to school. The day I finished setting up my classroom was the day I was offered a position in our Prairie South Virtual School, and I took down my classroom while my position was advertised.

With one week to meet my new grade 3 students, I quickly scrambled to determine how to simply begin. As Bates references, most teaching methods can be done online and in-person while designing for the context differently. I began the way I do in person. Community building with my students. I can honestly say this paved the way to a successful year. These students formed friendships, even learning how to play outside via Zoom. I sent weekly emails to parents with our learning outcomes, carefully scaffolded to build student’s capacity. The responses I got from parents was overwhelmingly positive. I discovered parents that were experts in areas I was not, and could easily access their expertise. Parents sat and learned with their children. Children learned from everywhere, even while checking cows. It transformed my view of building community in schools. It was a dream job, offering flexibility, empathy for families, and a strong community.

With the flexibility comes the importance of boundaries. At one point during the year I was hospitalized for a week. My classroom remained at my fingertips, so I continued to teach from the hospital bed. I emailed parents and explained the situation, but that learning would continue. All of my parents emailed back that they would spend time as a family learning but to not worry about posting work or coming to class. Instead I had visiting time when students would come to chat and visit with me. My students also had times of tragedy, where I got to return the kindness they had shown me. Every student had a reason for choosing online learning, and I was so proud of each of them for the successes they had.

Our at home plant life cycle experiments

The things that made me a successful in person teacher are also what made me a successful virtual teacher. I would say I mostly followed an agile design model, similar to responsive teaching in person. We constantly tried new technology and explored together. The opportunity to provide such quantity and quality of feedback allowed me to plan what learning opportunities students needed. It was the year we stayed home, stayed safe, and stayed connected!

Happy Teaching,

Leah