If you do fewer teacher-directed activities, that means the kids will naturally do more talking, doesn’t it? Not necessarily. I have often found myself talking almost constantly during group work and student-directed projects because I’m trying to push kids’ thinking, provide feedback, and help them stay on task. Even when the learning has been turned over […]
Educators know the value of differentiated instruction. However, finding the time to develop tailored instructional experiences based on each child’s zone of proximal development is often an insurmountable challenge. This is where personalized learning comes into play. Personalized learning is a type of adaptive learning that uses computers to scaffold instruction based on the student’s previous levels of understanding when engaging with the computer program. Learning analytics and artificial intelligence are the crux of personalized learning because, without these, it would be impossible for the computer to tailor instruction based on immediate prior responses seamlessly. What is the market like […]
Every building has them. The superstar teachers that students love and respect. The ones that think outside the box on a daily basis and make learning fun for everyone. Great teachers, however, don’t just walk through the door and make magic happen. They are the ones who are willing to do the little things necessary […]
I know a lot of good teachers who go above and beyond. One thing there are times we forget to do #2. Sometimes the reason is because we are tired. To catch our breath I think #3 is good idea.
American Girl’s 2018 Girl of the Year is a Luciana Vega, an aspiring astronaut who has her own Space Camp flight suit, a NASA inspired spacesuit and Mars Base.
Sounds like a great gift for a young girl and promoting STEM at that!
fIn our last post, we dove into a three-step system to get students to do the talking. Getting them to open up and do the majority of talking (and learning) is not as easy as
I’ve always had problems scaffolding my projects. There are some great hints in this article to help you do just that. I’m already thinking at the end of the year we could do PSA on local environmental issues. Maybe connect to health issues. Thanks to A.J. Juliani for all the great ideas.
I love coding. That being said, I never found the time in the past to do it in class. I teach science and I know coding is great for introducing another part of STEM. But where can I fit it in? I’ve been racking my brains trying to think of a ways to include coding into my class. I know our Physics teacher does coding in her classes. And there have been many times she has offered her robots to me.
Then I began to think about it and finally came up with some ideas. After reading about the Hour of Code event, I decided to try something in class (if you don’t know about this is you can read about it here). When do we code in an Earth Science Class? When the students do their Genius Hour or Citizen Project. I have some students who love to use our EV3’s or they create a game for class. Students love the programming blocks in the EV3’s. We also use these in our Robotics Camp. The EV3 program is similar to Scratch and works on a type of “block interface”. My other project in class takes place at the beginning of the year, I have students use Scratch to introduce themselves.
It was a basic introduction to scratch. I had Students code sprites to answer three questions. Students had partners for the project and had to create a conversation between their sprites. The questions were based on “getting to know you”, or introductions for the beginning of the year. I wanted to change this up a bit and figure I would try this out. I think they enjoyed it, I will probably find out on my semester survey. There were some problems; I need to structure my introduction a bit more, and let them do a tutorial on the program. I’ve already decided to implement some things for next year.
Why am I bringing this up now, well I started to think about Ozbot. This summer I had a chance to test the Ozbot out and found it pretty easy to use. We are thinking about getting some for our Robotics Summer Program. This is a great way to introduce students to coding and can be a great introduction into programming robots. But how could I use this in class? Could it be integrated into my Earth Science Class? Questions I haven’t answered yet. But does it have to be a part of the class? Could I make this activity a reward when we end a unit? Again I haven’t decided yet, but I can guarantee I will come up with something and when I do I will post it here.
So where does coding fit in your class?
If we want students to develop a maker mindset, we need to empower them to hit a state of creative flow. Flow Theory explains what happens when we hit that place of “optimal experience,” where
I never hear of Flow theory and now I know. It’s interesting and new at the same time, to me any way. I do the Genius Hour project and might try some of the suggestions made in the post. Also the author John Spencer shares a ton of resources.
This is really an awesome post and I would highly recommend it to teachers who are being pressured right now to be “innovative”. I think Ms. Ripp does a good job in arguing how teachers are already innovative in their classroom.
It has been building for a while. This idea that teachers need to “just” innovate more. That we need to break the system, try a new idea every day. That we need to just do more. Just do it better. Just be more.
But that little word “just” has such a huge implication.
It tells me that what I am doing is not already innovative.
That what I am doing is not enough.
That I am not good enough, nor enough for the very kids I teach.
That if I only would “just” be a better teacher then perhaps all kids would run into my classroom with a smile on their face and beg me not to send them home.
But I teach real live children who have friendships, and emotions, and families, and lives to live and so no, I don’t get offended when they don’t run into my classroom…
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Pretty good video about student engagement. Definitely describes all students.
Gone are the days where children were expected to memorize facts and recite them at any given time. Instead, it is hoped that children will develop critical thinking skills so that they can analyze situations, think about different outcomes, and present well-reasoned conclusions. To help children develop critical thinking skills, there are some apps, tools, and resources. Here is a list of the top seven. Guess the Code While this app is presented as a game, it is actually a great way for children to look at patterns and sequences, and try to figure them out. The app generates different […]