Category Archives: Uncategorized

Alone vs. Lonely

I recently posted the following as a reflection for my current masters class though UBC MET program on Designing Technology Supported Learning Environments. My reflection was based largely on this video by Dr. Turkle

The following is my reflection:
The idea that most resonated for me this week was Dr. Turkle’s talk about being alone together. I am personally keenly aware of how the draw of constant connectivity affects my relationships with my friends, family, and students. Turkle’s idea that we seek relationships that we can keep at arm’s length or access as we need them and not as others need them is important. “Connectivity without the demands of friendship”. For students, I think schools require that they make connections to find audience and to learn from one another but we must keep in mind that children are also learning how to be functioning adults in society and are learning how to make relationships. I thought it was particularly poignant that Turkle pointed out that people lose that ability to be alone and, as such, become lonely.
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I recently read Richard Louv’s Last Child in the Woods. His ideas about the detrimental effects of losing connection with one another and with nature are interesting and I’m currently trying to wrap my mind around how I can integrate the two seemingly disparate ideas of technology in education and constant connectivity with the slow, authentic observation opportunities provided by being outside. It’s more than app smashing by taking a quick photograph, marking it up in another app, and loading it to one’s blog to be commented on by other viewers. While I truly think there is value in that, I also think there is value in sitting outside with a sketchbook and visual journaling a leaf for ten minutes while absorbing the atmosphere.
I’m not sure how to marry the two ideas that seem to be drawing my attention in two completely different directions, but it’s something I would love to explore further.
Would love to hear your thoughts.

Daily 5 in math

I feel like I’m still getting the hang of Daily 5 in math in grade 3; with every change of grade level there is a learning curve while learning a new curriculum and gathering materials that support the learning. 

This week my students are moving into multiplication and division, which has them over the moon (maybe because they perceive this to be “big kid” math).

Our centres are:

Math by myself: copy new vocabulary and begin this chapter’s illustrated dictionary.

Math with the teacher: guided introduction to the concept.

Math with a friend: textbook practice

Math problem: continue work on designing the community garden for our school.

Math with technology: IXL on the computer or splash math on the iPad 

Math games: I have… Who has…

I started the students who already have a foundation in multiplication and division at the more independent work and those who were still at the introductory stage in more supported work. I love that this allows me time to really target students at the right level for them but also allows them to interact, practice, and learn from one another. 

How can I use technology in my classroom: blogs

I have used edublogs for some time now with lots of success. I like that it meets the CBEs tools 2.0 guidelines (this is key!) as everything can be locked down and moderated by me with lots of freedom for students. There is an app, which makes it easy for students to access. There is a cost for the pro version ($39 for a single classroom with a max of 50 blogs or a bulk upgrade that works out to about $8 per classroom), but I consider one of the costs of doing business. I have always allowed myself a certain budget for classroom extras like smelly stickers, coloured sticky notes, etc… whatever makes it fun to be in my classroom, but have recently begun to allocate my personal budget to technology-based expenses, like blogs. Our Calgary Public students also have the option to blog using D2L, which I think could be fairly easy, but requires students to log in, adding a small layer of complication for young students, but also adding a layer of security.

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Students have quickly developed the habits of good bloggers. They visit often. I often use blogs as enrichment work, where students who are “done early” can go and write. In grade one, we use them often for sentence writing using dictée words. In grade four I used them for movie and book reviews, book reflections, and word work.

My students have developed the habit of taking pictures of work that cannot be recorded otherwise (for example, building with shapes) and posting to their blogs. This way students can mark up their work and tag it so that they can easily find it and reflect on it later.

Students have the ability to read and post on other students’ work, which requires some pre-teaching around good Internet citizenship, but even after all these years, I have never had a student post an inappropriate comment.

My tips:

1. use a common login name and password and make it as short as possible especially for young learners.

2. Set up the edublogs app on your ipad and plug in all student names so that when they go to login all they have to do is find their name and click on it.

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3. Name blogs with a common name and link all blogs from your class page. This way students can easily find each other’s blogs.

4. Don’t force it. If you have students who are reluctant to blog you can’t force them to share. My feeling is that we need to respect the feelings of students who feel self-concious about sharing. In the past, I have had these students keep a paper journal when their peers were blogging on the computer or to have them blog, but to lock their page with a different password that was only known to me and her parents.

5. Decide how you want to use the blogs. I have a class blog, which students are welcome to post on, and individual student blogs, which students tend to use most often.

6. Use the blogs OFTEN! I have found that by sharing the fact that I blog, blogging often with students, and frequently sharing their blogs in class, students have become excited about their blogs. It is a way to make their learning explicit and they enjoy sharing.

But aren’t I just making extra work for myself?

I think it’s true that what you do in your classroom must follow your own personal interests and students tend to adapt from year to year. There are teachers who love music and students spend a year learning through music, there are teachers who love art and students spend a year learning through art. Technology is no different. Students in my classroom tend to get an immersion in technology for a year but it’s no different that any other creative extension in our classrooms. It allows students to speak, to photograph, to make movies and to express their learning in ways other than pencil and paper. I find moderating blogs and providing feedback no different than when I sit down at my desk with a basket full of journals and a purple pen (I love my purple pen!) except that I know my students are more likely to read the feedback and questions written on their blog and making edits and revisions becomes simple.

Moderation generally takes me a few minutes per week for comments and the same amount of time I spend marking journals per week. I have everything tied to my own smart devices and tend to moderate “as I find the time”… a few minutes after school, recess time, a few minutes before school.

With blogs, students know they have an audience and I find the quality of their work tends to improve as they know they are being read.

I generally use the blogs for the year I am with students and leave them open to my students for the year following. Most students lose interest in their blogs after leaving my classroom, but there are always a couple who continue to publish without prompting.

I personally blog at the value of wonder to share ideas and keep a record of my “good” ideas. I don’t know about you, but the last time I changed classrooms I moved 10 large Rubbermaid totes. Which is ridiculous. Time to start keeping a digital record of what works and what doesn’t. I love that my posts can be tagged for easy finding later on. Looking for a quick idea to throw in a math centre? I just have to look at my tags.

Excellent examples of teachers using blogs in primary schools include Kathy Cassidy and Danielle Maley.

Math Centres

Today’s math centers are:

1. Math with technology: students will be using the ipads and ipods to create an “ebook” about “plus grand”. During centres, I will send two groups of students into the school with our mascots Coco and Biscuit to take pictures of things that are “plus grand que”. Students will return to the classroom to stitch their photos together into a book.

2.

Math by myself: students will complete an addition worksheet.

3. Math with someone: students will use manipulatives and their math journals to create addition stories.

4. Math games: there are two today: addition war and addition tenzie

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Blackout Poetry

I don’t even remember how I was introduced to the work of Austin Kleon, but I have done blackout poetry with my students every year since. I was incredibly proud of my students today, pouring over books and newspapers, searching for the poems hidden within. My vice principal even dropped in for a minute for another reason and said, “Look how engaged your kids are!”

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Terry Fox Inquiry

Thank you to two students who chose to share their learning this way:

Pinterest, FTW!

Today my students scored a pretty fun afternoon, and I’m pretty pleased with the results of their work. After spending some time on Pinterest, I was inspired to adapt this art project for my students’ work with the Grade 4 curriculum’s unit on rocks and minerals and the Grade 5 curriculum’s unit on weather.

This lesson covered so much: science, language arts, art perspective.

One of my students even remarked: Mme! We’re having fun, but we’re learning, too!

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The students traced their hands and feet, then they drew their faces and bodies. Students were required to include three rock samples and one cloud sample, all of which could be identified by a viewer. After drawing, students outlined their work with a sharpie and painted with water colour. Finally, students blogged their rock and cloud samples and a QR code posted next to their work takes viewers to their site.

I loved this project and I think students were pretty pleased too!