By: Katlyn Lusker, Tarcela Kohn, Jake Dukes, and Alex Hopson "Back To the Future" by Brian CrosbyBrian Crosby is a teacher from Agnes Risley Elementary School in Sparks, Nevada. In his video "Back to the Future", he explains that 90 percent of his students are second language learners. His students are at risk because they qualify for free lunch, meaning they are students of poverty. On the second day of school, Mr. Crosby gave his twenty-four students a survey to find out where they stood. After gathering the results he found out when they were asked "Which city do you live in?", only nine children gave the correct answer. When they were asked "What state do you live in?", twelve gave the correct answer. When they were asked "What country do you live in?",only three students answered correctly. When they were asked "What is your address?",only seven students were able to answer correctly. Mr. Crosby then poses the question, "Why such a disconnect for these students?"
"We do not want to have a narrow curriculum for these students, but these students have had a narrow curriculum since they were born." Mr. Crosby also said, "They haven't had the experiences and the inputs to build the schema for the world." One of our favorite quotes from this video was when Mr. Crosby said, "It's hard to be able to imagine what could be if you don't know anything about what is. And if it's hard to imagine, where does your creativity spark from? If you don't have a lot of imagination and creativity, where do you build your passion from?" Those few sentences are very powerful. They make you think deeper and you start to ask questions.
In this video, Mr. Crosby's students did a balloon project where they created "high hopes" cards and then they created a place to put all of the cards, their pictures, and cameras for filming the process. Once they created a place for all of these objects they tied it to a balloon. After the balloon went out of site they went back in their room and tracked the balloon. They were able to watch the balloon in real time. The students were also instructed to come in and write about what they saw, what they did, and then they swapped pictures with each other. It didn't even stop when it landed because they were in a learning network. They are tied into other students from across the world, and they started getting messages about how some students wanted their own teachers to do some of the same projects as they had done.
They would Skype different classes and the students from Mr. Crosby's class (that had already articulated these projects in writing) showed the other students exactly how to do them. Mr. Crosby said, "When you're working/ dealing with second language learners, articulating it in speech is a whole different ball game, and by practicing, they are reviewing the material, and most importantly they get to shine. They get to show off what they know."
By doing projects like these, language is at focus. They learn to read and write to learn- content, they use writing to clarify and share, they write to tell a story, they use creativity, they learn to give and receive feedback, they learn to articulate orally, they connect globally, they become aware globally, and they have an authentic audience.
Mr. Crosby says, "This is active learning. This is empowering students to become learners. Now we are empowering kids to learn on their own. To use a lot of these 21st century tools like; connecting, empowering, being active, including, motivating, and collaborating, allows them to do just that." We agree with Mr. Crosby that by using these tools, we are connecting students to the world. He said it best when he said, "We can't just keep racing kids through school, it can't be a race. We have to keep making sure that we are giving them opportunities to build schema for the world."
"Blended Learning Cycle" by Mr. Paul Andersen "Blended Learning Cycle" video was made by Paul Andersen. Mr. Andersen's video was actually a podcast to discuss and inform others about the "Blending Learning Cycle". Mr. Andersen explained that last year he presented at TED Talk on "Classroom Game Design" and how he turned his classroom into a video game. He said last year " was a great year, however, it strayed a little from what he knew about the power of the question in his science class." Mr. Andersen depicted an image that we found humorous. The image below, is from the "Blended Learning Cycle" video. It is from 19th century France, predicting what students will look like in the year 2000. We agree with Mr. Andersen, our classrooms do not look like this, however, our classrooms have changed tremendously.
"A 19th Century painting that predicting what students would have looked like in the year 2000"Mr. Andersen made a great point, he had a great year, but the class strayed. So over his summer, he assessed himself and became more inspired about his classroom. He then explains what he found during his rethinking process. He came up with a way to incorporate "The Blending Learning Cycle" into his Science Class. Mr. Andersen defined Blended Learning as taking compelling parts of online, mobile, and the classroom, then blend them together using technology in a positive way. The next part of the cycle are the 5e's: Engaging, Explore, Expand, Explain, and Evaluate. When starting with "Engaging," you as the teacher want to engage the students with an opening question. Mr. Andersen explained it as the "hook." The second "e" is "Explore". After you have given the engaging question/opening question allow for the students to explore/investigate/inquire on their own with books, technology, etc. Next, is to "Expand." Here, Mr. Andersen uses videos or podcast. He says it allows to free up his time to assess his students. Now for the fourth "e," Mr. Andersen said his students "Explain" by elaboration with diagrams, reading, etc. Lastly, "Evaluation" was covered.Here Mr. Andersen assesses his student's understanding of the content. It is here that he will use a video or podcast that students can watch, so he is able to have individual time to ask questions to his students before his students have to take their Summary Quiz at the end of their lessons. Mr. Andersen then finishes his podcast by explaining that when you combine the Blended Learning and the Learning Cycle you get a "Blended Learning Cycle."
"Making Thinking Visible" by Mark Church In the video "Making things visible", Mr. Church has his students work in small groups to have a discussion about a video they had watched the day before, concerning the topic of early human beginnings and the origins of human society. In order for his students to capture the "heart" of what the unit was all about, he asked his students to talk about the "puzzles" in their small groups and to come up with a headline to capture what the "puzzle and challenge of the search for human origin" was all about.
One of Mr. Church's students asked her group, "How could we sum up everything that we have been talking about in one phrase?" We agree that through communication and collaboration, the thought process among these groups become visible. After discussing each groups headlines, Mr. Church then puts the headlines up on bulletin boards to be displayed. After two weeks more of the same unit and when the kids do a final project, Mr. Church is going to ask them "What's the headline now? How has the story changed? How has your thinking changed?"
This video was a great example of seeing thinking become visible. Communication and collaboration are some of the 21st century tools that we have been studying and to see children work and think together definitely proves that they are important tools needed all throughout life. "Making Thinking Visible the book"
"Super Digital Citizen" - Building Comics by Sam Pane The focus in the video "Super Digital Citizen Building Comics" by Sam Pane was "How to become a super digital citizen." Mr. Pane is a fifth grade teacher at Wilson Focus School in the Omaha Public School District in Nebraska. He teaches all curriculum's which include: reading, math, science, and social studies.
In this video, Mr. Pane asks his students "Who is really in charge of using the internet safely?" The video in this lesson is about how to be a good digital citizen and being able to evaluate when you go to websites, what kind of information they might be after. Mr. Pane brought up a quote from Spider-Man which was, "With great power comes great responsibility." He then asked his class, "What kind of power does the internet give us?" They had a class discussion and then they talked about what it means to be a digital citizen ("someone who chooses to act safely, responsibly, and respectfully, whenever they are online").
The project Mr. Pane gave his students was to build a comic showing safety, responsibility, and respect. They were to design a digital super hero that would step in, in order to save the day. The website that these students used is one that allows people to build their own super digital character. They were allowed to pick from three basic designs and then they were able to modify and customize it as much as they wanted. These students did their projects on Mac laptops. "A student creating a super digital citizen" Mr. Pane said, "Matching up with English, Language standards is a huge deal in this lesson because the students have to create their super digital citizen and then they have to actually take that and put them into a imagination situation."
They are creating a narrative between themselves and their super hero. They also use pictures of themselves along with their super hero characters, which creates a sense of ownership for them. Mr. Pane said, "Building comics are a great way to do a visual presentation of learning and of text. We can also use this as a way to teach dialogue (text bubble)." When the students were finished creating their comic, they got up and walked to a different laptop to read someone else's comic. Then they had to determine if the person used examples of safety, respect, and responsibility. Mr. Pane said the bottom line is that "Students are going to be exposed online to all sorts of opportunities, and he wants his students to know that they're choices they will have to make, and that it's going to take a super digital citizen to make these choices."
We really liked this video because building comics is a great idea to use in classrooms. It used many of the 21st century skills including communication, creativity, collaboration, and it was also very engaging. The students looked like they really enjoyed this project and any project that promotes learning but is also fun at the same time, is always a great project.
"We do not want to have a narrow curriculum for these students, but these students have had a narrow curriculum since they were born." Mr. Crosby also said, "They haven't had the experiences and the inputs to build the schema for the world." One of our favorite quotes from this video was when Mr. Crosby said, "It's hard to be able to imagine what could be if you don't know anything about what is. And if it's hard to imagine, where does your creativity spark from? If you don't have a lot of imagination and creativity, where do you build your passion from?" Those few sentences are very powerful. They make you think deeper and you start to ask questions.
In this video, Mr. Crosby's students did a balloon project where they created "high hopes" cards and then they created a place to put all of the cards, their pictures, and cameras for filming the process. Once they created a place for all of these objects they tied it to a balloon. After the balloon went out of site they went back in their room and tracked the balloon. They were able to watch the balloon in real time. The students were also instructed to come in and write about what they saw, what they did, and then they swapped pictures with each other. It didn't even stop when it landed because they were in a learning network. They are tied into other students from across the world, and they started getting messages about how some students wanted their own teachers to do some of the same projects as they had done.
They would Skype different classes and the students from Mr. Crosby's class (that had already articulated these projects in writing) showed the other students exactly how to do them. Mr. Crosby said, "When you're working/ dealing with second language learners, articulating it in speech is a whole different ball game, and by practicing, they are reviewing the material, and most importantly they get to shine. They get to show off what they know."
By doing projects like these, language is at focus. They learn to read and write to learn- content, they use writing to clarify and share, they write to tell a story, they use creativity, they learn to give and receive feedback, they learn to articulate orally, they connect globally, they become aware globally, and they have an authentic audience.
Mr. Crosby says, "This is active learning. This is empowering students to become learners. Now we are empowering kids to learn on their own. To use a lot of these 21st century tools like; connecting, empowering, being active, including, motivating, and collaborating, allows them to do just that." We agree with Mr. Crosby that by using these tools, we are connecting students to the world. He said it best when he said, "We can't just keep racing kids through school, it can't be a race. We have to keep making sure that we are giving them opportunities to build schema for the world."
"Blended Learning Cycle" by Mr. Paul Andersen "Blended Learning Cycle" video was made by Paul Andersen. Mr. Andersen's video was actually a podcast to discuss and inform others about the "Blending Learning Cycle". Mr. Andersen explained that last year he presented at TED Talk on "Classroom Game Design" and how he turned his classroom into a video game. He said last year " was a great year, however, it strayed a little from what he knew about the power of the question in his science class." Mr. Andersen depicted an image that we found humorous. The image below, is from the "Blended Learning Cycle" video. It is from 19th century France, predicting what students will look like in the year 2000. We agree with Mr. Andersen, our classrooms do not look like this, however, our classrooms have changed tremendously.
"A 19th Century painting that predicting what students would have looked like in the year 2000"Mr. Andersen made a great point, he had a great year, but the class strayed. So over his summer, he assessed himself and became more inspired about his classroom. He then explains what he found during his rethinking process. He came up with a way to incorporate "The Blending Learning Cycle" into his Science Class. Mr. Andersen defined Blended Learning as taking compelling parts of online, mobile, and the classroom, then blend them together using technology in a positive way. The next part of the cycle are the 5e's: Engaging, Explore, Expand, Explain, and Evaluate. When starting with "Engaging," you as the teacher want to engage the students with an opening question. Mr. Andersen explained it as the "hook." The second "e" is "Explore". After you have given the engaging question/opening question allow for the students to explore/investigate/inquire on their own with books, technology, etc. Next, is to "Expand." Here, Mr. Andersen uses videos or podcast. He says it allows to free up his time to assess his students. Now for the fourth "e," Mr. Andersen said his students "Explain" by elaboration with diagrams, reading, etc. Lastly, "Evaluation" was covered.Here Mr. Andersen assesses his student's understanding of the content. It is here that he will use a video or podcast that students can watch, so he is able to have individual time to ask questions to his students before his students have to take their Summary Quiz at the end of their lessons. Mr. Andersen then finishes his podcast by explaining that when you combine the Blended Learning and the Learning Cycle you get a "Blended Learning Cycle."
"Making Thinking Visible" by Mark Church In the video "Making things visible", Mr. Church has his students work in small groups to have a discussion about a video they had watched the day before, concerning the topic of early human beginnings and the origins of human society. In order for his students to capture the "heart" of what the unit was all about, he asked his students to talk about the "puzzles" in their small groups and to come up with a headline to capture what the "puzzle and challenge of the search for human origin" was all about.
One of Mr. Church's students asked her group, "How could we sum up everything that we have been talking about in one phrase?" We agree that through communication and collaboration, the thought process among these groups become visible. After discussing each groups headlines, Mr. Church then puts the headlines up on bulletin boards to be displayed. After two weeks more of the same unit and when the kids do a final project, Mr. Church is going to ask them "What's the headline now? How has the story changed? How has your thinking changed?"
This video was a great example of seeing thinking become visible. Communication and collaboration are some of the 21st century tools that we have been studying and to see children work and think together definitely proves that they are important tools needed all throughout life. "Making Thinking Visible the book"
"Super Digital Citizen" - Building Comics by Sam Pane The focus in the video "Super Digital Citizen Building Comics" by Sam Pane was "How to become a super digital citizen." Mr. Pane is a fifth grade teacher at Wilson Focus School in the Omaha Public School District in Nebraska. He teaches all curriculum's which include: reading, math, science, and social studies.
In this video, Mr. Pane asks his students "Who is really in charge of using the internet safely?" The video in this lesson is about how to be a good digital citizen and being able to evaluate when you go to websites, what kind of information they might be after. Mr. Pane brought up a quote from Spider-Man which was, "With great power comes great responsibility." He then asked his class, "What kind of power does the internet give us?" They had a class discussion and then they talked about what it means to be a digital citizen ("someone who chooses to act safely, responsibly, and respectfully, whenever they are online").
The project Mr. Pane gave his students was to build a comic showing safety, responsibility, and respect. They were to design a digital super hero that would step in, in order to save the day. The website that these students used is one that allows people to build their own super digital character. They were allowed to pick from three basic designs and then they were able to modify and customize it as much as they wanted. These students did their projects on Mac laptops. "A student creating a super digital citizen" Mr. Pane said, "Matching up with English, Language standards is a huge deal in this lesson because the students have to create their super digital citizen and then they have to actually take that and put them into a imagination situation."
They are creating a narrative between themselves and their super hero. They also use pictures of themselves along with their super hero characters, which creates a sense of ownership for them. Mr. Pane said, "Building comics are a great way to do a visual presentation of learning and of text. We can also use this as a way to teach dialogue (text bubble)." When the students were finished creating their comic, they got up and walked to a different laptop to read someone else's comic. Then they had to determine if the person used examples of safety, respect, and responsibility. Mr. Pane said the bottom line is that "Students are going to be exposed online to all sorts of opportunities, and he wants his students to know that they're choices they will have to make, and that it's going to take a super digital citizen to make these choices."
We really liked this video because building comics is a great idea to use in classrooms. It used many of the 21st century skills including communication, creativity, collaboration, and it was also very engaging. The students looked like they really enjoyed this project and any project that promotes learning but is also fun at the same time, is always a great project.
Hello Jake! I think your group did a really good job presenting the information. The only thing I saw was in the first paragraph at the top, you may want to add a page break between your names and the beginning of the paragraph. Also, maybe adding some titles to separate between topics. There is a lot of information and it all seems to flow together after a while, but really good job to you and your group! Oh, and by the way I really like the comic book image you added!
ReplyDeleteGood summary, but why so many quotes?
ReplyDelete