Our Learning Commons gets a maker space addition!

In a few days, I’m taking on a new role with a secondment to the Ministry of Ontario in the 21st Century Learning Unit.  I’m feeling bittersweet about the new role; sad to be leaving my school and all of the wonderful students, teachers and parents I’ve come to know in my short time as a VP, but excited about a new challenge and ready to embrace a new adventure!

Luckily for me, I get to continue to support my school’s newly acquired grant from Future Shop, where we’ve received almost $20000 to enhance student learning with innovative technologies.  IMG_0787

Our shopping is almost complete, and I’m planning on chronicling  our journey as we move forward, starting with a little piece of the grant proposal as follows, and sharing our plan of action over the next 8 weeks.

 

Our students want to become producers, not just consumers of media, and participate as 21st century learners in a world that is creative, collaborative and global. We want students to access tools that allow participation as global citizens, demonstrations of learning through the creation of shareable multimedia projects, and engaging in STEM (Science, Technology, Engineering and Math) programming through projects that are possible with robust technology tools.  Innovative practice with a STEM focus in elementary schools means that students see themselves as idea-makers, planners, designers and builders. We’ve found that our Chromebooks allow us easy ways to collaborate and share files, but this is not enough.  We need tools like laptops, programming software, peripherals for multimedia creation, and Ministry licensed digital resources in order to leverage more of the powerful applications that computers afford us.

Currently, our library is a traditional space holding books and 20 desktop computers in a lab setting.  Our teacher librarian has begun to turn our space into a creative Learning Commons that promotes flexible purposes for learning, and we need mobile devices available to all students, at all times, to be truly transformative for student learning.  Our Learning Commons has the infrastructure to manage this with our efficient wifi throughout the school and a small room attached to the larger space that is the perfect solution to a technology enhanced maker space and multimedia production studio.

STEM initiatives such as the one we are proposing provide an engaging way for students to connect to the curriculum in the areas of math, science, and technology, as well as support the Ontario Ministry’s focus on inquiry based learning and leveraging the power of intentional play to advance learning.  With this grant we can transform this space to include learning, invention, play, creation and innovation and we see it growing from the basic elements we’ve requested to a creative play and invention space that is responsive to the needs, interests and abilities of our students at different age levels.

We are so grateful that Future Shop saw our vision and chose us to be grant recipients so that we can make this happen!

The technology requested in this grant will allow students to develop:

  • skills and experience in creation with multi-media tools (e.g., podcasting, websites, videos, presentations, music)
  • skills and experience in using Logo programming languages (i.e., Scratch, Turtle Art (both free) and MicroWorlds which is included in the proposal, as well as ProBots and BeeBots)
  • hands-on experience using programmable materials (i.e., Little Bits construction tools along with Arduino and Sphero Balls)
  • an understanding of manufacturing and design elements using software that will transpose student designs into 3D artefacts using the 3D printer
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Knowledge WITH technology: A case for intelligent learning

I came across this post today where Donna Fry mentions thinking about twitter as a library. This reminded me of some related thinking I had been doing back in library2005 when I was considering the role of technology with the analogy of the ‘library’. I thought it might be fun to dig it up and post it here, imagining that during the 10 years that have passed it would seem really outdated, but you be the judge on that one. Kind of funny when ideas from colleagues converge like this, so thanks to Donna!  I think I remember have a similar conversation with colleague @peterskillen about the library analogy as well. :)

Knowledge WITH Technology: A Case for Intelligent Learning

First submitted to Dr. E. Woodruff – 2005 – OISE

Defining technology

 A student stands in the doorway of a large library on campus, volumes filled with information and knowledge, some written recently and many far more antiquated. It is with awe that she realizes that the openness of the world of education is reflected in the way that a wide variety of thoughts, opinions and research are recorded. Looking forward to the opportunity to delve into the midst of many of those books and materials, the student is also aware that this is a formidable task; it will be critical to find some guidance, direction and wisdom to interpret all that she needs or wants to learn.

Today, students of all ages might experience this same exhilaration in front of a computer, but certainly the academic, administrative and political bodies of schools have been engaged in a lengthy discussion of the value of technology in education.   Curiously, that discussion seems to be focused primarily on the computer as technology and does not always involve the wide range of technological tools used in classrooms today. In the scenario depicted above, most academics would not dispute the value of their campus library, visiting frequently during their careers (either online or in person), and even aspiring to be published authors themselves.   It is a widely accepted fact that books are an important tool for learning, but one could argue that the fact that they are merely present in schools does not ensure their effectiveness. This paper will attempt to clarify that some computer technologies in schools can move students beyond the shallow transfer of information and skills and toward a development of a more intelligent kind of learning that promotes deeper understanding.

The move toward constructivism and intelligent learning

Learning is an internal, unobservable process that results in changes of belief, attitude or skill (Scardamalia 2003), and this elusive quality promotes a variety of approaches that attempt to create, explain and document student ‘learning’. During the 1960’s, the work of Jean Piaget began to move theories of education away from a Skinnerian approach that focused on observable behaviours. In this behaviourist approach reinforcement was provided as necessary to create learning, without much concern with the processes of the mind.     Piaget’s theory acknowledges the influence of maturation and he believed that learning was developmental, with the mind influencing what is learned. The learner constructs knowledge based upon his/her view of the world and therefore individual experiences will affect how new information is assimilated into the individual’s schematic organization. The teacher shapes the learning experiences for the student through a process of guided discovery by creating those effective individual experiences in the environment. This was a move away from the direct instructional approach of behaviourism and toward a more active, exploratory model. More recently, another approach to education and instruction, called the socio-historical approach or social constructivism, acknowledges cultural influences on individual learning; learning is a social process that involves others, primarily through language. Internalized language and knowledge creates learning, and teachers can promote the development of knowledge through apprenticeship and discourse.

Constructivism and social constructivism have been the foundation for a related approach, called constructionism, that while less widely implemented, often involves the use of computer technology. Seymour Papert, as a student of Piaget’s and a mathematician himself, began to study how children could use computers to enhance their knowledge of mathematics and developed constructionism as both a theory of learning and a strategy for education with constructivist roots in the belief that knowledge is actively constructed in the mind of the learner, not simply transmitted from the teacher to the student (Papert 1993). Students are not merely ‘banking’ information to be recalled when necessary (Friere 1970), nor are teachers required to ‘fill up’ their students with isolated facts (Bereiter 2002).   Learners actively construct and reconstruct knowledge out of their personal experiences in the world and constructionism takes this a step further; while working through authentic projects students are involved in building personally meaningful artifacts that demonstrate their knowledge.   Affect has a prevalent role in the quality of student learning according to constructionists. Learners are more likely to be intellectually engaged if activities are personally meaningful and this usually involves building or creating something that can be shared with others. Central to the theory is also the emphasis on the diversity of learners; learners make connections with knowledge in many different ways and therefore are given a variety of choices in how to demonstrate their learning (Kafai and Resnick 1996). Constructionism encourages multiple learning styles and varied representations of knowledge.

With such a variety of approaches to educational practice and considerable controversy about the effectiveness of these approaches, perhaps it is also beneficial to focus on the kinds of learning that we would like to see happening with students.   While the debate is on-going about how learning can be measured, I believe that many educators would agree with the following definition of the kind of graduate we hope that schools will be promoting: independent, mindful thinkers, skilled in life long learning, capable of intelligently handling complex problems alone and in teams and guided by some social values hat transcend egotistic benefits (Salomon 2000). After reading about many types of learning theories and theories of instructional design, I would argue that the kind of intelligent learning that we are seeking for our students involves active, engaged participation that is socially situated in the authentic context of real problems that involve personally constructed knowledge.

Learning with technology, not from it

Our student in the campus library must decide how and why to approach all the information with which she is presented.   She finds that despite the information that is available, it will not automatically bring her success in her education. Her professors prefer she create ideas, collaborate with her classmates, and make her thoughts explicit in presentations and papers. She begins to realize that reading, digesting and reiterating the theories of others is not knowledge, and that she can actively participate with others in the creation of new knowledge right now, while at the same time accumulating a foundational body of knowledge.

In comparing the computer to other educational technologies, it’s uniqueness is best observed when it is put to used in powerful ways. The computer is not merely an information machine, although users may count web-surfing, calendaring and email among their primary uses. Seymour Papert explains that all new technologies follow the same path of development in that the first uses are “to do in a new way what was already being done” (Resnick 1994). Using computers merely as information storing and retrieving machines maintains the behaviourist viewpoint that someone else should decide what knowledge is important and needs to be poured into the heads of students (Bereiter 2002).   The computer is thought by some to be simply a fancy new way to do this with more pizzaz, colour, graphics, sound, and fancy fonts. Being lulled by powerpoint presentations may be one example wherein traditional lecture methods are updated in appearance but may essentially remain the same pedagogically. Critics often move to the conclusion that if we can’t measure what the students have learned from technology, then why do we have it? It becomes a question of corporate cost/benefit rather than an understanding that learning is an unobservable cognitive process that is not easily measured. Gavriel Salomon eloquently outlines this point as a disappointment in technology; “the consistent and historical tendency of the education system to preserve itself and its practices by the assimilation of new technologies into existing instructional practices” (Salomon 2000). Scardamalia also supports this disappointing view of technology in that “many uses of the web are simply old methods repackaged to look new” ( 2002 ) . Papert calls it the “just a tool fallacy”; that education has failed “to distinguish between tools that improve their user’s ability to do pre-existing jobs, and another kind of ‘tool’ that are more than just tools because of their role in the creation of a job nobody thought to do, or nobody could have done before”. He refers here to innovation through Resnick’s creation of Star Logo, a robust computing language that addresses the educational need of exploring complex systems while providing the tool to do it (Resnick 1994). Educators who use technology effectively realize that the critical discussion is how students learn with technology, rather than what they learn from technology.

Information machines or knowledge machines?

Our student is becoming weary and losing motivation. Using her course syllabus she has begun to read ahead before classes get started, only to find that is difficult to remember what she is reading. She tries to make notes, but in the absence of a larger question to explore, nothing seems to connect. There is so much information there in the library which she can locate effectively; she knows her way around the cataloguing system, knows how to check books out, understands the use of indexes, tables of contents and reference materials. She knows how to use the information …..but to what end?

Salomon’s second disappointment is the technocentric focus that is widespread in schools. He states that we must “be careful not to just focus on the acquisition of skills pertaining to merely the use of technology rather than the pedagogical focus” (2000). While new technologies may make a learning revolution possible they certainly don’t guarantee it, just as having a school library doesn’t ensure that all students using it will develop the same quality of understanding. Resnick reminds us that if we want people to become better thinkers and learners we need to move beyond thinking about computers as limited only to their information storing and accessing capabilities. People create ideas, and the computer is a medium through which people can express and create through a variety of design activities. Resnick states that to become ‘digitally fluent’ it is not enough to know how to use technological tools, but we must be able to create something of importance with them. (Resnick 2002).

Of course, it is also important to remember that there should be a strong pedagogical focus to activities using technological tools in all learning activities. Scardamalia and Bereiter acknowledge that the constructivist principles of active engagement and participation are essential to learning but that some constructivist approaches can be found lacking in their ability to help students create knowledge. They caution against shallow constructivism in classrooms wherein tasks and activities, that may on first glance appear very active and engaging to students, do very little to support the advancement of knowledge. They define knowledge building as

     “the production and continual improvement of ideas of value to a community, through means that increase the likelihood that what the community accomplishes will be greater than the sum of individual contributions and part of broader cultural efforts – therefore not just limited to education.” (2003)

In our current ‘knowledge age’ it is essential, according to Scardamalia, to encourage people to work creatively with knowledge and move beyond access to information. The goals of a knowledge society as identified by Bereiter (2002): lifelong learning, flexibility, creativity, higher-order thinking skills, collaboration, distributed expertise, learning organizations, innovations, and technological literacy, may sound similar in part to other constructivist approaches but there are important extensions that make it unique.   There is collective responsibility (i.e. that the responsibility for the success of the group effort is distributed across all the members rather than being concentrated in the leader and that the responsibility for creative knowledge building resides with the entire group). This may also sound at first like other collaborative activities that happen in classrooms, such as project-based learning (pal), or cooperative learning. Indeed, while pal could have a knowledge building component, what appears to be different is the purpose: the students being directly involved together in “advancing the frontiers of knowledge as they perceive them”, and consequently creating unique conceptual artifacts.   For classroom teachers this means the frontiers of knowledge for a particular student community, not in the sense of feeding them more information to regurgitate to the group, but in involving them in actually exploring and developing knowledge together in as sophisticated and important a way as a scientist may do.   This important work is done through generating excellent questions, hypothesizing, gathering and analyzing information, testing theories, explaining and debating ideas and selecting relevant possibilities amidst the messy and often ambiguous reality of authentic problems. The teachers’ role here is quite clear; rather than creating hidden tasks and activities that may or may not help the learners connect information to the knowledge building at hand, the activities are chosen to advance the knowledge building of the group and the purpose of the activities is not hidden from the participants. Scardamalia and Bereiter do not argue that knowledge building is the only type of instructional approach that might be used in effective schools (2002 ). There is a place for direct instruction, as well as other pursuits such as putting on a play, or creating a model or multimedia projects. These examples, however, are not the knowledge building activities that are more likely to produce a conceptual rather than physical artifact and that use the computer as an exceptional tool for the collaboration and reflection that enhances intelligent learning.

How can technology enhance knowledge building?

Since merely the fact that you can do something with technology does not necessarily mean that it should be done, educators are left with the challenging task of sorting out those purposes that enhance individual and collective knowledge and those that do not.

Confusing the process are the environmental restrictions put upon students and teachers concerning technical issues with hardware and software (including access, operational ease and technical support), the time constraints of rotary subjects, separating students by age rather than interests, lengthy curriculum expectations to ‘cover’ and provincial assessment initiatives.   Having now participated in my first knowledge building community through a computer software called Knowledge ForumR , I can say that the use of this particular computer technology makes the purpose of building deeper understanding through collaborative knowledge building, clearer and more meaningful. CSILE (Computer Supported Intentional Collaborative Environment) began as a cognitive approach to writing that has evolved into Knowledge ForumR, focusing particularly on the promotion of deep understanding through intentional collaborative discourse. Its roots in constructivist theory are clear; successful participants are engaged, participating, questioning what they don’t know, helping others and exploring their own thinking by connecting with the thoughts, ideas and wonderings of others. The addition of scaffolds help to make the writer’s thinking clearer and deeper. As thoughts become explicit through notes and dialogue the group works together to delve deeper and build knowledge as a community of learners. It involves in-depth study of topics in a setting where the technology becomes transparent and virtually disappears, allowing the primary learning activity rise to the surface.

There are other examples of excellent technological tools that can enhance the activity of learning: the use of PDA’s or handheld computers can engage students in collaborative activities that enhance knowledge building, tele-mentoring programs can match students with expert-like novices for lengthy discussions about authentic issues and problems, programming software like Star Logo and Squeak can build a community of learners engaged in complex activities that require more than mastery of information, and web-based interaction such as blogs can unite web learners for a variety of constructive purposes. Having a chance to look specifically for the knowledge enhancing applications of technology rather than informational ones illuminates clearly the two requirements that Salomon indicates as necessary for information to become knowledge: 1) tutelage, (the human touch), either in person or online, and 2) a community of learners (Salomon 2000). These two components were certainly a powerful component of my experience as a student using Knowledge ForumR.   Intelligent Computer Tutoring programs, most computer mediated communication programs such as forums or threaded discussions, and drill and practice software do very little in the way of providing collaborative tools such as those required for knowledge building (Rochelle and Pea 1999).   As information tools they may have value, but clearly to promote deeper understanding it is the constructivist, collaborative nature of knowledge building that should be the focus of much of what we view as deeply meaningful educational pursuits in this knowledge age. While technology is an important tool, we must remember that it doesn’t magically transform information into knowledge for users any more than the library can transfer information to knowledge for readers, without the active construction of knowledge.

Research support

As if the selection, implementation and effective use of technology wasn’t a huge undertaking in its own right, there is also the added demand for accountability. There are many stake-holders in technology education, many of whom have not entered a classroom since their own days in school or the early days of their teaching careers, but who are demanding a quick and simple answer to the question of which hardware and software will magically demonstrate student learning, usually in the form of neat and tidy test scores.

Most teachers could provide a really effective measure of an engaged and productive classroom: walk in and talk to kids. Salomon’s final disappointment about technology is that we are misguided in our research. We continually ask the wrong questions, comparing one type of technology to another, rather than examining the virtues of specific technologies in terms of their effectiveness as learning tools.   The questions shouldn’t be, for example, does the use of desktop computers produce better learning than handhelds? Or, is it better to have a teacher or a library? Rather, we should be asking, under which conditions does a library become a successful tool for learning and under which conditions is a computer a successful tool? Not surprising to many educators, research indicates that traditional classrooms are better at producing mastery of recalled information and constructivist classrooms produce better improved skill of question formulating, hypothesis generating, and ability to tackle a new problem (Salomon 2000). This does not mean that the investment in technology isn’t worth the money because tests designed to measure recall might drop, it means that we have to devise new ways of being accountable for the other kinds of valuable learning that happens with technology.   We cannot be sure where we presently reside along the continuum of education with technology, nor the kinds of roles that teachers will adopt as technology evolves, but we can be sure that a powerful potential exists for technology to enhance and extend our collaborative knowledge building through learning communities if we insist upon effective, critical use of technology tools with a clear pedagogical purpose and vision in mind.

 

References

Bereiter, C. (2002). Education and mind in the knowledge age. New Jersey: Lawrence Erlbaum Associates, Inc.

Fishman, B., (2003). Linking on-line video and curriculum to leverage community knowledge. Chapter 3 in Using video in teacher education. Elsevier Ltd.

Friere, P. (1970). Pedagogy of the oppressed. New York: Continuum.

Kafai, Y., & Resnick, M., (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. New Jersey: Lawrence Erlbaum Associates, Inc.

Ong, J., & Ramachandran, S., (2000). Intelligent tutoring systems: The what and how. Learning Curcuits:ASTD’s online magazine all about e-learning. Virginia, USA.

Papert, S., (1993). The children’s machine: Rethinking school in the age of the computer. New York: Basic Books.

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.

Resnick, M. (2002 ). Rethinking learning in the digital age. In The global information technology report: Readiness for the networked world. Edited by G. Kirk-ham. Oxford University Press.

Resnick, M. (1994). Turtles, termites, and traffic jams. Massachusetts: MIT Press.

Rochelle, J. & Pea, R. (1999). Trajectories from today’s WWW to a powerful educational infrastructure. Educational Researcher, 8 (5), 22-25.

Salomon, G., (2000). It’s not just the tool, but the educational rationale that counts. Keynote address at the 2000 ed-media meeting. Montreal, Canada.

Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In Encyclopedia of education, Second Edition. New York: Macmillan Reference, USA.

Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court

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Art Miles Japan — Our successful completion!

BIG congratulations to the Grade 6s and Mme Caudarella from  École Edward Johnson who participated in a Global Project called Art Miles Japan this year.  It is coordinated through the International Education and Resource Network (iEARN.org) and is a fabulous way for students to have a global learning experience.  A teacher is matched with a class from Japan and the classes begin by introducing themselves in the iEARN online forum and through videos that they create.   The two classes then decide on a theme for a mural; in this case it was around the local culture and nature evident in our two countries.

The class from Japan begins the first half of the mural painting, and, once complete, sends it to the class in Canada to finish, which we shared earlier here. What a great opportunity for students to research, collaborate, design, and be creative with a classroom from across the world! Mme Caudarella’s class received the half-finished mural from Japan in January and sent it back just before March Break. Thanks so much to our partner class from Japan for this wonderful collaboration! :)

Here are some pictures of the class working on and celebrating the finished mural:

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Appreciative Leadership – Chapter 1

I’m an eternal optimist.  Was I born this way?  I don’t know… all I know is that I’ve always viewed the cup as half-full and have an easy time finding silver linings somehow.  This must be what draws me to the Appreciative Inquiry approach that I began to learn about in my time as a Community Leader with Powerful Learning Practice.  And I do mean ‘began to learn’ because I feel like I need a lot of years to develop skill in this area.

Imagine my delight to have attended my first Family of Schools meeting at my Board this fall and to be presented with an article to read about all different kinds of leaders.  As I often do, I flipped directly to the back of the article to check out the resources, and found a 9780071743204recommended resource called Appreciative Leadership by Appreciative Inquiry gurus Diana Whitney, Amanda Trosten-Bloom and Kae Rader!   I promptly bought the book and began to read about their definition of AL:

Appreciative Leadership is the relational capacity to mobilize creative potential and turn it into positive power — to set in motion positive ripples of confidence, energy, enthusiasm, and performance — to make a positive difference in the world (P. 3)

I love this positive worldview and the focus on what IS needed, what IS possible and what CAN be done.  Super stuff for an optimist like me!

In devouring the first part of the book, the authors outline the 5 core strategies of AL and I find that they resonate with me.  In fact, these are exactly the things upon which I am focusing as a school administrator:

  1. Inquiry – Ask powerful questions
  2. Illumination – Bring out the best of people and situations
  3. Inclusions – Engage with people to coauthor the future
  4. Inspiration – Awaken the creative spirit
  5. Integrity – Make choices for the good of the whole

I want to get better at asking those powerful questions and as a beginning the authors suggest observing yourself to determine your ask-to-tell ratio.  They recommend that we ask questions about 3 times more than we tell information.  I have no clue what my ratio is, but I’m going to spend a week or two watching that more closely.

Do you know your ask-to-tell ratio?

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Making Thinking Visible – Getting started with routines

Making Thinking Visible is based on the work being done at Harvard’s Project Zero and is part of a larger study of Cultures of Thinking about which you can read more here.  The book provides a background about why a thinking focus is important and provides an introduction into the Thinking Routines that are recommended as a way to bring the theory into practice in the classroom.  I’ve found it a nice combination of going deeper into our professional practice as teachers, and practical suggestions that we can implement quickly and reflect upon as we go.  I’m fortunate to be involved with a group of primary teachers at my school who are exploring the text and trying some of the routines as part of their Collaborative Inquiry: How might inquiry-based learning look in a primary French Immersion program?

We’ll be each trying one of the routines from the first section of this book to get us started in discussion at our next PLC meeting, but first I thought I would attempt to briefly summarize the first part of the book.

Here is one of the authors,  Ron Ritchart, explaining why we need a culture of thinking in schools.

In the introduction of Making Thinking Visible the authors ask the question:
What kinds of thinking do you value and want to promote in your classroom?
And, as we look at the kinds of activities in the learning environments we create in schools…
What kind of thinking does this lesson/activity force students to do?
These questions are causing me to look more closely at what happens in my classroom.  I’ve always known that my job as an educator is to create an environment that fosters learning — sounds easy — but in reality, this is a really complex undertaking.  I realize that I can’t ‘make’ someone learn something, rather, the learner needs to be a partner in that process and the definition of ‘learning’ needs to be considered carefully and not be confused with compliance or fleeting knowledge accessible only in certain contexts.  I know that much of learning is unobservable (going on in the head of the learner) and my job is to help make it visible in order to help a learner keep moving forward.
The authors suggest the following activity which would be great for any teacher to try:
 Make a list of all the actions and activities with which your students are engaged in a subject you teach. Now, working from this list, create 3 new lists:
1.  The actions student in your class spend most of their time doing.  What actions account for 75 percent of what students do in your class on a regular basis?
2.  The actions most authentic to the discipline, that is, those things that real scientists, writers, artists, and so on actually do as they go about their work.
3.  The actions you remember doing yourself from a time when you were actively engaged in developing some new understanding of something within the discipline or subject area.
What Is Thinking?
The authors do a really nice job of talking about what they know about thinking, what they have learned about thinking, and what they mean by thinking in the first section of the book.  Although they acknowledge that there are lots of kinds of thinking, they are specifically talking about types of thinking that are particularly useful when we are trying to understand new concepts, ideas, and events  — which is often the kind of thinking we are doing in schools.

They outline 8 thinking ‘MOVES’

  1. Observing closely and describing what’s there
  2. Building explanations and interpretations
  3. Reasoning with evidence
  4. Making connections
  5. Considering different viewpoints and perspectives
  6. Capturing the heart and forming conclusions
  7. Wondering and asking questions
  8. Uncovering complexity and going below the surface of things

If you’ve ever questioned the way you’ve seen Bloom’s taxonomy used, as I have, you’ll enjoy the critique the authors provide there, but that’s another blog post altogether.

The Thinking Routines

“When we as teachers frame our core activity not as delivering the curriculum to a passive group of students but as engaging students actively with ideas and then uncovering and guiding their thinking about those ideas….(we strive to) make students’ thinking visible through our questioning, listening and documenting so that we can build on and extend that thinking on the way to deeper and richer understanding.”  (p.39)
The authors also describe the power involved when teachers make their own thinking explicit to students and model the high-quality conversations about thinking and ideas that should happen in our classrooms.  Both the idea that students need to be focused on the kinds of thinking that actually occur in world of real mathematicians, scientists, writers, artists etc., and the awareness of the power of co-learning, remind me of the amazing contributions of Seymour Papert in his study of how children learn – it’s no wonder I love their approach in this book!
The 3 categories of structures in Part 2 of the book, which they call routines, are selected for their ability to promote questioning, listening and documentation in these three areas:
  1. Introducing and Exploring Ideas
  2. Synthesizing and Organizing Ideas
  3. Routines for Digging Deeper into Ideas
Our first exploration involves choosing one of the routines in the area of Introducing and Exploring Ideas, trying it with our students and then sharing what we notice and wonder about the process as beginners. I’m choosing Chalk Talk as the routine that I’m bringing to the meeting.  Should be some great sharing and learning!
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Art Miles Project – Our Mural Arrives From Japan!

I’ve been working with Siham Caudarella and the students of her Grade 6 class this year on an international project called Art Miles.  This is one of the fabulous iEARN.org projects that make global collaboration fun and a great learning experience for students.  Art Miles is a new one for me this year; I’ve been lucky enough to take part in a few over the years and have written about them elsewhere.

Art Miles Japan involves connecting with a classroom in Japan and collaborating on a theme for a mural.  We are connected with Masaaki Kato’s Grade 6 class from Nuka Elementary School and in our case, we chose the theme of sharing nature and culture in our respective cities.  The Japanese class begins by painting the first half of the mural, and we complete the second half.  We began by introducing ourselves to our partner class through a video, and then we visited their city and neighbourhood via Google Earth.  Although we would have liked to arrange a Skype or Google Hangout, the time change did not work in our favour this time around. :(

Yesterday was such an exciting day! The box arrived as soon as school resumed in January, and we got together to open the box and see what was inside.  We were sent paint and the mural and lots of discussion and wonderings came out from students and teachers…

What was the mural made of?  How did the other class decide on their symbols for images?  What do the images represent? How will we learn to write our names in Japanese so that we can sign the mural?  What kind of paint are we using and how will we solve the problem of reading the Japanese on the paint cans?  Should we paint our scene in the same season in order to blend the two sides or should we make our section look really different?

We’ll be busy planning, drafting and painting in the next few weeks — stay tuned for the final product.  In the meantime, we capture a few moments of the mural’s exciting arrival here:

 

 

 

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NEW! Mindomo Mind Mapping for Ontario Learners

OSAPAC has announced the release of a new Mind Mapping tool, called Mindomo, that affords some exciting new possibilities for demonstrations of learning and collaboration.

Screen Shot 2014-11-28 at 9.09.11 AMThis is a web application that students will access through a code that a teacher sets up in an easy process that is attached to their School Board email address.  I’ve had a chance to explore this tool and I love the way that it’s very easy to edit and add media like pictures and youtube videos to enhance student work.  There is also a great presentation mode, which allows students to create a presentation by zooming in on parts of their mind maps.   Templates are also included that provide editable maps in a variety of educational topics.

One of the best features of Mindomo is the fact that students can collaborate on their maps and share them out in many different formats.  Along with this collaborative feature comes a revision history so that collaborators and teachers can see when and how often people are working on their mapping projects — you can even receive notifications to get emails when changes are made to the maps.

No tool is perfect, and Mindomo is continuing to develop and add new features all the time.   There are a couple of limitations I’ve found, and using the following work-arounds has helped:

1) Mindomo does not have an outline view in the same way that you might expect to see in other Graphic Organizers.  You might be used to creating a mind map graphically and then, with the click of a button, seeing a textual representation of your thinking to organize main ideas and supporting details, which students could then use with other writing tools like Google Docs or Word.  With Mindomo, you’ll want to export your map as a .txt file, and then indent, number and add to your text document in a way that suits you.

2) Adding labels to a connector link turns your mind map into a concept map. With Mindomo, you can ‘add a label’ to a connector link when you use floating topics.  There is a quick create option for creating maps efficiently, you just can’t delete the connectors (or relationships) or add labels to them using this mode. Screen Shot 2014-11-28 at 10.35.42 AMResources

Folks on the OSAPAC Committee have created a Public Folder where you can go for information about how to get access to Mindomo along with video tutorials to help you get started.  You can access those resources on the OSAPAC Website by clicking the Mindomo button currently on the Home Page or by going directly to the public folder here.

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