24 April 2015

Exhibition rubrics & Global Issues Expo

My students become increasingly engrossed in their research and creating for PYP Exhibition. Thus, my role has become almost exclusively facilitator, coach, and documentarian. This is ideal in a project based learning environment.

Rubrics

In the past two weeks, I've devoted particular attention to developing the rubrics for the Exhibition. We will be using four rubrics in total: The PYP Exhibition self assessment rubric, pictured below, for the entire project, and separate rubrics for the essay, speech, and arts components.

10 April 2015

Elements of the PYP Exhibition

This week, my class of fifth and sixth graders began the culmination of their IB Primary Years journey, the Exhibition. A self-directed and collaborative project, it is my favorite part of the year and a deeply enjoyable challenge to facilitate.

Before setting out, I organized a meeting with all Exhibition stakeholders including students, parents, teachers, and administrators. We discussed everyone's ideas, questions, and concerns in order to draft our Essential Agreements.



Components


The Exhibition Guidelines provide clear expectations, which I have synthesized for the students to provide support for their projects. One helpful practice I have chosen is to clarify five required components of the project. Specifically, every student must choose a global issue, deliver a persuasive speech, write an expository essay, create a work of art, and engage in community action. Among our first activities was introducing the organizer below.


In this way, each student has a clear map of expectations, yet is empowered to pursue their project along their own path.

25 March 2015

Composite skills in the PYP

Preparing students for the Primary Years Program Exhibition, a self directed and collaborative culminating project, has been a rewarding challenge this year. In a sense, I've been thinking of the entire school as a long term project with the Exhibition being the 'deliverable' product.

The process of developing capacities and competencies in my students has led to analysis and evaluation of Transdisciplinary Skills in the PYP.

I like the list of skills and the categories into which they are organized (thinking, social, research, self management, communication), and I have been developing a model for composite skills. These are skills that require fluency in other fundamental skills and attitudes.

[This post was initially titled Hybrid skills in the PYP. After further consideration, I realized that 'composite' was a better description than 'hybrid'. Hybrid connotes that only parts of the fundamental skills are utilized, while 'composite' connotes that each skill is integrated in its entirety. I took the liberty of substituting the terms throughout the post.]

The first composite skill I conceived at the end of the last school year was Conversation. My reasoning was that conversation requires a combination of the Listening and Speaking communication skills together with the attitude of Empathy.

During the year, I have introduced a few other composite skills to our classroom toolbox, and am now in the process of organizing and codifying them in the MindMup below. If you would like to collaborate, the Composite skills mind map is shared via Google Drive. Use MindMup to open it and get started.



08 March 2015

Twitter: Promoters, connectors, and why I unfollowed you

I have something to confess: I finally did it: Something I've been meaning to do for a long time, but haven't mustered the courage until now:

I committed twittercide.




19 February 2015

CISC 2015 - the most inspiring symposium I didn't attend

(This post contains embedded 'tweets' that may not render properly depending upon your device and browser.)

It all started, as so many connected learning experiences do, with a tweet.

If Kristen Swanson #couldntbemoreexcited about #EdcampPalooza, then lurking on the #CISC2015 hashtag on Twitter with @Haydeewan seemed like an inviting activity. 

17 February 2015

What is technology?

On Monday morning, I embarked upon a unit of inquiry with my grade 5/6 class by using our usual 'warm up' routine to reflect on and discuss the slide below.

 


As students arrive in the morning, when possible, I project some sort of provocation, sometimes directly connected to our inquiries, sometimes specifically not, and sometimes just for fun (link to 'warm up' slides).

Many students sit down and begin writing or sketching immediately, while some prefer to converse before working independently. After a few minutes, we share and discuss our ideas.

This 'technology' provocation was effective and I was pleasantly surprised by students' insights. Their responses included definitions with words like 'tools'. 'useful', and 'solve problems'. Some also alluded to negative as well as positive effects of technology. At the conclusion of our brief discussion, I introduced our central idea for the unit: Scientific understanding constantly evolves to build and destroy. (link to unit planner)

Before setting the students loose, we will conduct a modeled inquiry into 3D printing. The purpose will be to model a standard inquiry process as well as generate interest in various aspects of technology including scientific, social, artistic, and cultural. It was extremely effective last year and, especially based on my current class' formative understandings, I'm confident that the next few weeks will be fun and enlightening.

04 February 2015

Edcamp Tokyo 2015 Harajuku

It's been my honor to help organize Edcamp Tokyo for the second time. This year, the event will be hosted by Jingumae International Exchange School in Harajuku on Saturday 28 February 2015.

Play to learn; learn to play.

We decided on a theme of 'play' this year, which I hope will set a tone of curiosity and openness. As with every Edcamp, the key to success is self determination among the participants. Through a democratic process, sessions are proposed, voted on, and organized into classrooms and other meeting spaces.

The schedule is never set in stone. Edcampers are encouraged to continue engaging conversations, break out into splinter groups, or change sessions if their interests or needs are not being met.

We only ask that sharing and collaboration remain a top priority via Google Docs and our Edcamp Tokyo 2015 Home Document.

I look forward to seeing how the day evolves and invite anyone to participate, even if you can't be there in person!


03 February 2015

Inquiry math: Estimation

One of my challenges as an IB PYP teacher is how to design authentic opportunities for inquiry using mathematics. I think it's due partly to the fact that the outcomes tend to be predetermined but also because upper elementary mathematical skills aren't often prominent in the students' own inquiries.



My solution has generally been to provide an inquiry provocation to introduce a concept with related skills to be practiced in subsequent lessons.


Estimation

Recently, we completed a unit on estimation. The initial challenge was simply to estimate the number of various objects in various containers.


01 February 2015

Learning Differences MOOC

I am very excited to be registered for my first MOOC of 2015, Learning Differences, offered by the Friday Institute for Educational Innovation and MOOC-Ed, starting 9 February and concluding 22 March 2015.

https://www.fi.ncsu.edu/

http://www.mooc-ed.org/

I discovered the course via a tweet by All Kinds of Minds, proving once again the value of Twitter as a connected learning network.
The course will be divided into six units including Habits of Mind, Working Memory, Motivation, and Executive Function. Of particular interest to me is how these topics will inform and enhance my approaches to teaching in my inquiry and project based learning classroom.

I'm hoping to cooperate and collaborate with members of my learning network, particularly those at inquiry, project based learning, and IB PYP schools, as well as connect with new highly engaged educators.

14 January 2015

2014 - a year of connection, disconnection, and loss

I believe that I learned more in 2014 than in any year of my life since Kindergarten. A close second would have to have been 2001, during which I lived in New York City, studied composition with the great Ludmila Ulehla, and experienced the terror of '9/11', or 1996, when I graduated from high school and spent my first semester of college studying abroad in Nepal.

The past year was the Chinese Zodiac Year of the Horse, and I, being born in the Year of the Horse, sought to make it a year of work. I set my professional goal for the second half of the 2013-2014 school year to learn and practice as much as possible about Project Based Learning, self directed learning, and self determined learning in order to best facilitate my sixth grade class' culminating Exhibition. To that end, I participated in the Deeper Learning MOOC and Macromedia University Design Thinking MOOC.


With that learning as inspiration, I have been inquiring into and blogging about PBL, project management, and design thinking in education using the label 'LX Design'.


06 January 2015

Equity in Gamification

I spent a short amount of time today substituting for an absent primary grade teacher. The lesson plan called for a sight word practice game. The teacher left instructions, but years of experience as a substitute teacher taught me that the students would give me the clearest idea of how the game is played.


The game

1 Each student has four word cards arrayed on their desks.

2 The teacher calls one of the words and students race to see who can select the correct word and hold it over their head.

3 The slowest student is 'out' and becomes the judge for the next round.

4 After being a judge, the slow students wait at the front of the classroom until only the two fastest students remain for a final duel.


The problem

The glaring problem with this game is that it is competitive. Especially in classrooms with 8 year olds or younger, games should be cooperative so that each individual's success benefits the group, and the group supports the learning of members who are challenged. 

The card game we played today accomplishes the opposite: Students who are 'slow' were, in a sense, shamed by standing for the rest of the game at the front of the room.

What's worse, the 'slow' students who need the most practice play the game for the shortest amount of time. In fact, the slowest student is 'out' after the first round!

08 December 2014

Making action visible in the PYP

Of the facets of the IB Primary Years Program, my Grade 5/6 class emphasizes Action by focusing on three elements from our school's Mission Statement & Philosophy: 'inspired', 'independent', and 'contribute to world peace'.

With this in mind, in the first week of school we discussed and agreed to a class identity: Uniters.

Rather than addressing my class as 'Grade 5/6' or 'children' or 'hey you', I say 'Uniters'. Aesthetically, it's a bit like being a team of superheroes. Compared to being called a number or being identified by one's category, who wouldn't prefer being called 'Uniter', 'Peacemaker', or 'Humanitarian'?

The theme of 'unity' provides a rich context for inspiring, evoking, sharing, discussing, and reflecting on action. An emphasis on action will be particularly important in the spring when this class prepares their PYP Exhibition, a self-directed inquiry project with the ambitious goals of authentic action, community service, and engagement with globally significant issue.

Organizing

Along the LX Design line of inquiry, I realized that we need an interactive tool to document and share our 'action' in its various forms. At first I considered digital tools, but none seemed to provide the immediacy and high visibility required. Thinking of my wife, Yuka's 'inspiration board' at home, I wondered if a bulletin board would be best.

The following tweet from Craig Dwyer and the informative Action in the PYP document to which it links helped to stimulate my thinking further.

03 December 2014

How to eat sushi (like a snob)

A long time ago, I submitted my How to eat sushi (like a snob) 'how to' video to the Making Learning Connected Make Bank, a fantastic cooperative repository of accomplishment and inspiration. According to Terry Elliot's post, the Make Bank is a Convivial Tool, and I agree whole-heartedly.



You may also find this article from The Creativity Post interesting: Seven Life Lessons From Making Sushi contains life and learning lessons from one of Japan's most renowned sushi chefs, Jiro Ono.

If you're hungry for more cat sushi pictures, please savor this post from Spoon & Tamago: Nekozushi | an absurd combination of cats and sushi.

24 November 2014

Student Empowerment | COETAIL final project

A keen observer will notice that I haven't exactly followed the assignment here. Rather than revising a unit of instruction to attempt to redefine learning, my goal is to utilize educational technology to empower students to redefine their own learning. In a sense, I am reimagining every unit I teach. I started by trying to revise a single unit, but every change I made toward increasing student choice, voice, and agency, resulted in thinking less about deciding what I wanted students to do, and more about how I was going to document and curate what they would decide to do.

20 November 2014

IMAV for the K12 Online Conference

Leveling up

I 'leveled up' last month when my video presentation for the K12 Online Conference on Trust and Transparency in passion driven learning was published. Please follow the link to view it and refer to my post, Trust and Transparency, for a transcript and links.

Getting noticed

I don't know which is scarier: That people would watch my presentation or that nobody would watch it. Regardless of how I felt about it, people did indeed watch it, and a few even took a minute to share on Twitter!