We help schools develop their STEM learning development with their students and teachers and one of my favourite activities is the ‘Artbot’ design challenge. It’s super low tech with simple circuitry and coloured felts and uses mostly vibration as a mechanism to drive the cup across paper to create some ‘art.’
Most of the time students will create something that resembles this image, especially if you frame this as a research exercise where they can research what an Artbot is.
But, given the time and space to ideate, design and redesign, students will often come up with stunning designs, completely out of the box. These students yesterday created a hand held rotating mechanism. Brilliant. I’d never seen that before.
See what happens when we allow them that time and freedom to imagine, to create, to explore. That’s what people were made to do. We were created to create.
Everyone’s talking about personalised learning. It’s one of the real reasons I love being a digital consultant for teachers and schools: it’s the technology we have now that enables this to happen on a manageable scale. And students are the winners!
One aspect of personalised learning that I think get’s overlooked (we’re often catering for style, timing, pace, age etc) is tailoring our programmes towards passions, interests and strengths. Here’s a question…
At the age of 12 he was studying Calculus, which at that time wasn’t normal until students were 15. He showed obvious strengths in this area. It would seem that, in 1881, his school system was flexible enough to cater for his strengths.
One of our most popular regional events is the “STEM and Digital Technologies” workshop we offer. Teachers have a day to explore both the pedagogy of STEM and get hands on with a range of technologies, from Sphero SPRK+, to low tech gear like popsical sticks and ping pong balls! You can see a Twitter moment here which gives you a small window into the action!
This week I’ve been updating some of the material we share on the day and I’ve adjusted this graphic of the ‘STEM Elements’, based on based on the book, “STEM Lesson Essentials, Grades 3-8” by Jo Anne Vasquez, Cary Sneider, Michael Comer.
These elements are a great way to make the important aspects of STEM stand out for teachers and I also encourage them to use these four elements as a planning guide when they’re preparing to engage students in STEM. When we have an empty box it forces us to fill it in! It’s a helpful way to help us engrain this thinking when we are starting out and a good technique to foster new pedagogies into our school culture.
Here are some images from the workshop ran last Wednesday. If you’d like to host a regional STEM event at your school, or have me work exclusively with your staff, contact me here on Twitter or use the contact widget on this page.
There will be a load of teachers in Australia and New Zealand starting to think about planning for the year ahead with a new class and a new group of students. One of the things we are always hoping to do is to inspire and motivate them in those first few weeks.
What better way to do this than to launch them into the world of coding! If you’re after a resource to help you get started, here’s a poster with some clickable links to take you straight to the app or website you’ll need.
There are resources for anyone just starting out, through to more advanced users who are looking to develop their understanding of syntax coding. I’ve also written about this in more depth here, on our website at Using Technology Better. Click the links below to see the online versions and download your own copy if needed using the links at the top of the PDF.
Last week I was helping the Macgear team demonstrate the Sphero SPRK (Schools, Parent, Robots and Kids) robots to educators at the NZ Ulearn Conference in Rotorua. Here’s a short vid I made that shows some of the snippets of what we were up to for the 2 days.
We use these robots in our STEM workshops with teachers and they’re one of my favourite STEM tools to use; I’ll explain why in a later post. Here’s a link to our upcoming events page where you can see the dates and venues of some STEM workshop days coming up. (Let me know if your schools would be interested in hosting!)
Here are 3 ways to make sure you’re getting ‘learning bang’ for your buck with your Sphero.
1.The teacher is ALWAYS key!
Just like every learning situation, the role of the teacher is paramount. And not in a central, dominant way but as a facilitator, driver, connector and coach. The learning that happens is always best done in discover mode, where the learners are working things out, solving their own problems and making their own ‘cognitive links.’ It’s the teacher, however, who has a crucial part to play to;
a) Frame the activity – create the motivating problem or scenario,
b) Help redirect and scaffold the learner towards some learning outcomes,
c) Provide the framework for reflection and to help students make connections with what they’ve learned – and the space to share those with others.
2. Use a great learning app, like The Lightning Lab
This app – The Lightning Lab, is a great app to use with the Sphero SPRK, partly because of the community you can connect with. Students can download other people’s programmes and build on top, or alternatively, create their own programme and become Sphero authors by uploading to the community themselves!
The community section also has activities and lessons that teachers and students have written and shared within the app – it’s a great way to share learning experiences and get ideas for your next activity. An even better idea is to have students create a learning experience (around a concept such as angles, gravity, friction etc) and share with others through the app!
3. Combine the digital with the material world…like a boss!
I love seeing the digital world interact with the material – afterall, that’s reality! When we scaffold experiences like the one in the video, where we make a craft that will move across the water, and include a coded programme for the Sphero to automate the craft, we are connecting so many areas of the curriculum and AMPLIFYING the learning. Who doesn’t like getting hands on with things!
Those are my three tips! Do you have any other ideas or things you know work with your Spheros? Leave a comment below or retweet this link in Twitter with an idea to share.
This is a great poster I’ve seen thanks to Educatorstechnology.com and it’s doing the rounds on twitter at the moment. I’d probably say that I’m great at using 2, 3 and 5 in my teaching practice at the moment and I’m definitely going to utitlise the “3-2-1” method of reflection in number 6. Lately I’ve been asking, ‘What’s one thing you’ve learnt or gotten better at today?’ and this would take that to another level, I think.
I also remember a teacher using number 7 a lot when I was in Primary School. We would try to beat each other to finish her sentence. Funny. What’s something you’re already using and also, what would you like to use in your class a little more?
This week I facilitated 2 sessions at the Mediamash Workshop day in Winton. This was a teacher/student day for everyone to learn alongside each other – a powerful theme for the day in itself!
My sessions were looking at the potential for videos as a powerful tool in the learning process. In our class we recognise 3 things:
1. Today’s learners are incredible visual in the way they like to learn.
2. Outside the school environment, we often use video to learn things – from gaming walk throughs, to instructional videos for building and fixing things. So why not at school?
3. Videos can be used at lots of different stages in the learning process.
In the slides below you’ll see some examples for how we use videos before, during and after which are just ways to describe the steps our students take in our learning pathways.
The before part of the process is where flipped learning emerges. Many times this year we have had students come to a learning workshop having watched a video we provided in the pathway with a much deeper understanding of the concept or skill we are looking at. This allows us to practise, or fill in the gaps they have. During in this sense indicates the workshops that happen with a teacher and after is where the student goes away to consolidate, clarify or create their own videos.
Make sure you click on the images and links to access the movies and sites.
**Above image sourced from http://www.visual-learners.com/image-files/models.gif
Our school has been working in Team Teaching pairs now for the best part of a year. It’s been so successful and beneficial across the board that we couldn’t imagine going back to teaching alone. We are also really pleased to see that this approach to a school structure is catching on all over the country and we’re having quite a few schools visiting to see what all the fuss is about.
Of course we’re not claiming to invent the idea of working with other teachers – my first introduction came from Jo Fothergill, a teacher from New Zealand, who spoke about her team teaching aspirations at an Educamp we hosted at our school in 2012. But we are very proud at our school of developing a whole school culture that has embraced Team Teaching as a crucial part of our shared pedagogy and learning programme.
So – why is there so much push back? I’m going to start a short series of posts that will ‘unpack’ (one of my favourite words, apparently) some of the reasons why TT gets so much resistance and also what makes it work at our school!
This is the presentation for a workshop I’m taking tonight with some Home Educators in Southland. It’s exciting to sharing with a ‘different’ crowd and one outside of my normal environment – people involved in schools. But, it’s also exciting to be sharing at tonight because our own children are taught at home and I’m sharing some links and sites that have been created by my own kids!
Please dig into the presentation and engage with the links. Most of the images are linked to the actual sites and resources that I share. This is a presentation I’m sure I’ll adapt and use a few times more!
One of the principles of quality learning we push with our students is knowing what success looks like. We do this in quite a few ways but having a success criteria is pretty up there.
This week our classes are publishing their short stories on Comiclife, one of the student’s favourite ways to publish and share their work. This criteria below was created using Popplet. I love this tool for the following reasons.
1. You can create visually stunning posters in less time than it takes to shake a stick.
2. You can import images, links and video as well as text.
3. It is interactive but also adaptable to be static – you can export or take a screenshot and print this into a great poster for the wall.
This embeded version lets the user move it around, zoom in and out and, if there are videos they can be played within the window, too.
So far this term we have created two different posters of criteria that students can refer back to; this one and one for creating a great instructional video on Doodle Cast Pro (a great video making app). My hope is that we will create a wall of criteria that will help guide the student to success for a whole range of publishing / sharing tools they can choose.