Learning Mosaic

Back on Board

So I’ve been back in the US for 21 months and it’s been a rollercoaster. I was fortunate to be hired as a grade 3-5 Computer Lab teacher/Technology Integration Specialist in Brewster, MA the summer after returning so I’ve been in that position for a year and a half. It’s been a steep learning curve at times as it was a change for me from a regular classroom teacher to specialist teacher and since the position was newish for the school. Another steep learning curve was repatriating to the US. Living overseas changes you and when you come home you don’t really fit anymore. It’s a subtle but substantial discomfort and adjustment. Although moving from Singapore to Cape Cod in the off-season is not really a subtle change. That’s all I’ll say.

One of the best things I’ve done since moving here was volunteering for the Wellfleet Bay Wildlife Sanctuary during the Diamondback Terrapin Nesting and Hatching seasons.

Anyway, I find I’m just now feeling as though I’ve caught my breath enough to begin sharing and reaching out again on my blog. I’ve been networking on the cape and finding some fun, inspiring new friends!

Lately I’ve been getting creative at work and personally. I’ve started a Makerspace at school (Makerspace in the Making, it’s evolving). I’m also working on the computer lab class lessons so they are more engaging and relevant, plus more interesting for both my students and me. At home I’ve been playing with LEGOs, paper circuits, LittleBits, MakeyMakey, LEGO Simple and Powered Machines kits, Dash robot, sewable electronics, while also revisiting Scratch coding and green screen and stop-motion animation. I could call it “work” because I’m doing it to learn how to implement these projects in both lab classes and after-school activities, but I do enjoy it.

Personally, I began a pottery class 3 weeks ago and I’ve never, ever used a pottery wheel or used clay by “throwing” it. I really stink at it but I am improving and “getting it” more each week. Last week I was so successful that I began philosophizing about what I was learning: breathe, pause, slow down, don’t push but rather support with one hand and pull/guide up with the other. And when starting a new ball of clay I need to center it first by being firm, still and strong.  And it’s so exciting to find the tiniest bit of success when one is struggling and feeling completely inept. Stay calm and persevere.

Writing, Mysteries and Consulting Experts

On my 10th day after repatriating to the US in Massachusetts I had settled in some and aside from my job search, I was checking the daily local paper for events happening in the area that day. This morning I found that the local library was hosting a speaker, Susan Santangelo, the author of the Baby Boomer Mystery series. I left with 2 books in hand and contact information for a local event organizer, an excellent contact.

While Susan was sharing her writing process, I was surprised to hear that she does not map out a story but the story evolves as she writes. Susan begins with the title, the focus for the story. As she writes the story there are a few characters who may be the murder victim and it is while writing the story the that character who is the victim is revealed during the first draft process. She also mentioned that sleep can help solve a dilemma in the writing process. I have heard other authors share this, but Susan also explained well the occurrence where the characters can lead the writer through the story. We were all sitting around a large table and I think that hearing an author describe this (apologies) mysterious dynamic personally was very revealing.

It reminded me, as a teacher, that a published author offers so much more to teach writing strategies to my writers. Even an author who does not write children’s books. It was the way Susan explained her process and sources for inspiration in an intimate setting that left me feeling inspired. I have used author interviews before as part of our nonfiction writing unit while teaching in Prague. We Skyped with author Tami Lewis Brown, and she spoke about research and writing nonfiction. My young writers were hanging on her every word and applied her strategies in the following weeks of independent nonfiction writing.

We learn from experts and as lifelong learners it’s so important to take advantage of experts both near and far. Now I’m off to read the first in Susan’s series, Retirement Can Be Murder. (I really wanted to first read the second in the series, Moving Can Be Murder, due to my personal circumstances but order prevailed!)

Genius Hour: How’s it going?

“We do not learn from experience… we learn from reflecting on experience.” John Dewey

I’m not really a reluctant writer, but I am often reluctant to publish my views. I started this blog years ago as part of a blog challenge created by Kim Cofino to connect educators and build conversations by sharing our ideas, experiences and views together. I encourage my writers to take risks, write, share, revise and publish their work. However, knowing that a piece of writing is never really ‘done’ combined with that inner voice always judging the content, I’m reluctant to publish my reflections. Realistically, there are massive numbers of blogs out there and I rarely publish posts, so why worry that anyone will read what I write anyway? With that in mind, I’m going to write a series of posts reflecting on this year of learning around implementing “Genius Hour” in my third grade classroom. Because I ask my young creative geniuses each week to reflect at the start and end of each Genius Hour, I will post reflections here as well.

I last wrote about our Genius Hour launch in September. This hour each Friday has helped me learn and grow along with my students. One benefit of this shared creative time is that it has allowed me to get to know my learners in ways I would have otherwise missed or taken longer to learn about them. In general, the majority are very social. They learn easier while talking through ideas and understanding. They build off of each other’s ideas by sharing what is working and offering suggestions. Even the independent individuals engage in a form of ‘parallel play’ while working on individual projects by consulting with others. I learned quickly who is comfortable with choice, and those who struggle without a specific assignment. Two students who weren’t easily successful as conventional students found coding with Scratch natural and they quickly became the coding experts. They shine and are frequently consulted by others, plus I’ve seen that success build their confidence in all areas of the school day.

My friend and colleague, Kate, recently shared some final videos from her grade 7 students who had just finished their inquiry-based Passion Projects. In the videos they shared the inquiry task, their process and finally what they learned. One student began by sharing, “Passion is something you do when you’re bored. So I did something that interested me.” I have discovered some personal interests and talents of my learners more deeply than from an interest survey that is completed at the start of the year. For example, Sarah who wants to make a movie in spite of learning how complex a task that is. Rayan who loves to research, learn and teach about science topics. My group of tactile artists collaborating to create a “snow village.” Gabby, the gifted writer who loses interest without an audience. Kaden the historian, building a model battlefield as he learns about the Hundred Years’ War. And my group of coders who are telling stories in animations and creating their own games. While building their coding skills as they work on sustained projects each week, they are discovering how to think, plan, the process of trial and error and how to work collaboratively.

As I reread the above, it looks like it could be enough, but I will continue to write and share my ideas and thinking on how to improve this weekly inquiry and discovery time.

Great Ted Talk on our most important task in schools today: The Myth of Average

What can this app do for you?

While attending the recent CEESA Conference here in Prague, I was inspired by several presentations and during discussions about using iPads as book logs and for reading reflections. My class has access to 12 iPads once or twice a week with use of my own iPad throughout the day. I decided to introduce 3 iPad apps to my readers that they can use to reflect on books read and for a prewriting activity.

Morfo was used to take a photo of a character and then record your voice speaking as that character telling others about him/herself. When using books without a useful illustration, the reader can draw their own portrait of the character to use. Other applications would be for the reader to share that character’s point of view regarding an event or another character.

We used PicCollage to insert book images and text telling about the book. Like with Morfo, if illustrations are not available original drawings or images could be used. Here is a sample by Philip: 

Finally, my writers used Popplet to create a story web before beginning their original realistic fiction stories. These web files were emailed to me when completed and I saved and dropped them into their Google folders so they could refer to them when writing their first drafts. Below is one example:

Next:

• Ongoing sharing and reflecting on the quality of book and character reflections to improve communication and thoughtful reflection
• Where to post reflections so the readers and writers have an audience for sharing their ideas and original work?
• Create a class  list of ideas to apply these apps to other areas of learning and sharing