Tag Archives: Technology

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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The “Studio”

I began working with puppets in the primary classroom many years ago when I first attended a workshop on francisation and how to encourage the use of French among children who were born of Francophone parents but who’s families no longer used French at home. Paul et Suzanne were introduced to me! Two simple puppets who I used in the classroom all the time to demonstrate a back-and-forth conversation. My students at the time really connected with our “special guests” who often expressed happiness or disappointment, depending on my needs :)

Fast forward a few years…

I have been slowly integrating puppets back into my grade one classroom. My school has had a focus on Lister’s approach to intensive French and I was looking for a way to model a conversation for my students. After modelling, my puppet would travel the classroom.

I asked the first student: qu’est-ce que tu as mangé ce matin?

Student: j’ai mangé une pomme.

Puppet: ah! Tu as mangé une pomme?

Student: oui! J’aime les pommes! Et toi? Qu’est-ce que tu as mangé?

Puppet: j’ai mangé trios carottes!

Student: ah! Tu as mangé trois carottes!

Puppet: oui! J’aime les carottes!

The conversation took a couple of weeks to build using the intensive French model, but in the end my students were able to have a fairly organic conversation. I think it’s still a work in progress, but I’m excited to see where it goes.

Following this, we opened a “production studio” in a corner of our classroom. It required three people on a team: two puppet masters and a director to work the camera (we just used photo booth). In the video you can hear me coaching a bit, but following this, I left the studio open during literacy centres and listened in on their conversations. Pretty exciting to hear and I had a hard time keeping kids out of the studio when I wanted them to sit back down!

Our current plan is to leave the studio open and share the results during a school assembly.

A technical note: I found that the classroom has to be quite quiet to make it work so that we can hear the dialogue. We might try opening the centre during reading time and using a couple of mics. My class generally reads silently for 10 minutes after lunch while I work on guided reading with a small group. I don’t see why I couldn’t also have a small group working in the studio at the same time.

21st Century Classroom

I promised my admin that if an iPad 2 made an appearance in my classroom, I would dedicate my next blog post to all the cool stuff it could do, so here it is.

First, I want to note that the “cool factor” isn’t really a factor; yes, the iPads are cool, but I think that if they don’t enhance the learning in the classroom then they aren’t worth the investment.

In addition to what we have already been doing with the iPad1s, the iPad2 has pushed the creation of content light years from where it was. We know that students are already big consumers of content, but how do we make them content producers too?

Building a camera into the technology makes it really intuitive.

So far, I have used it for enrichment with a student who is already weeks ahead on his novel study. In addition to creating a traditional book report, he is in the middle of creating a book trailer with iMovie. The students are practically fighting each other for the next chance to film a book trailer, but my criteria is that their traditional book report be done first and that it be well done. I hesitate to include the movie right now, because it is a work in progress but I think it is valuable to see what is being done, and as I tell my students, creative work is hard to share because we are opening up our hearts to criticism, but criticism often makes our work better. I met with this student about his video and he sees where he will improve it. I look forward to sharing the finished version when it is done.

It has been used to support weaker students by creating oral/visual flash cards of French vocabulary.

To collaborate and brainstorm:

For organization. With 25 students in my regular room and 31 students in my math room, organization is key. I currently have one student (on a rotating basis) every last recess who gets to access the classroom website via the WordPress app and update the daily homework. Students who are absent check the website from home or upon their return and get caught back up.

It has been used to green the classroom by making worksheets digital. This being said, I don’t think digital worksheets are the best way to learn, but sometimes they are an easy way to reinforce a skill set.

It has been used to share as students work in small groups on their iPads and then share to the projector via air sharing.

It has been used to communicate as all of my contacts are loaded into it and I can easily create distribution lists for newsletters and quick communications with parents regarding child progress.

The technology cupboard has been an evolving project, but I seem to have found a solution that works:

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The cupboard has three dish racks from the dollar store, the top rack being for 9 keyboards, the middle being for 10 iPads, and the bottom being for 10 iPods. The bottom rack also houses 2 small tackle boxes: 1 for earbuds and 1 for mics for the iPods.