Our school bought iPads in the Spring of 2012. After a trial period to explore their value we soon came to realize that they would be one of the most powerful and exciting learning tools we have would have as part of our learning commons.
This post is dedicated to the work that we do on our iPads. I made the following blog/website to share some of the amazing work that our students do on our iPads.
So I built a Lego wall to teach math today! Initially I was going to glue the lego base-plates to a wall and wallpaper it from top to bottom - but I realized that the true learning potential came from being able to work on the base plates, and then to post them to share progress.
Lego Baseplate with velcro on the back to mount to the shelf.
After discussing a few options, we settled on velcro tape. We fastened it to the back and mounted the other side on the edge of a bookshelf. This way it could get that “wallpaper” effect that I wanted, while at the same time have the portability and individual work space of a single plate. Although I’ve just done the first “wall” I’m going to go in early tomorrow to make the other 3 (on the ends of the book shelves sticking out of our walls).
Part of our work this year is going to be around experimenting and finding ways to use lego for math. Considering that it is a grid, we’ll be able to work on having students model patterning, multiplication (through arrays and groups), addition, subtraction, area, perimeter, rotations and an endless number of other tasks. Actually, it could be fun to set it up as a cartesian plane and play some battleship... Or to create different graphs to show collected data.
I’m excited to move on this... Luckily we have an amazing teacher who wants to spear-head this with me, so we’ll be throwing some stuff up on this blog in no time, I’m sure! Some days I just love my job.
Debit Cards - We've created "Library Licences" for students to come to the commons and take out books. The idea behind the licences is simple: With student photos, barcodes, and a signature, they'd take seriously the books they borrow and the standard they return them in. Plus, they all laugh when we tell them in serious voices, that no matter what their parents say, they are not allowed to drive the car!
Anyway, the grade 6 teachers wanted to teach the students about debits, credits, and managing a bank account, so they created the ultimate money-management system: a Google spreadsheet for each student linked to their own personal QR Code. This is fairly forward sighted as we only have ipads and iPods borrowed from the ILC downtown... But we have big plans if a grant comes through...
These are our Library Licenses... I've had to cover up all of the student info- the other one just shows what goes where.
Learning Commons Commercials/Area Descriptions -As we're converting our library into a Learning Commons, the students are just now starting to understand the possible uses of the spaces. As such, the fifth graders are working on creating video advertisements for each section and posters to house QR codes that link to the commercials. Both will inform guests and students about ways to use the space and will make the areas more appealing. Book Responses - Students are working on a number of reading responses including movie previews and reviews and dramatic reenactments, among others. We're connecting the QR codes to the inside/outside covers of books to help future generations of students determine interest in the books and to see the legacy of students past.
Past Events - Having student work on the walls is important in building the atmosphere and philosophy behind the Learning Commons. It has a growing history that needs to be recorded and displayed, even if it is video! QR Codes connect our Learning Commons to past events and memories. This is especially important for those kids who rarely experience success in school - the posters on these walls with the videos linked to the QR Codes remind students of the success they've achieved. It also shows others in the school what can be accomplished through hard work and determination.
Classroom Newsletters - Our teachers are working on classroom web pages that contain everything from student work and rubrics to newsletters and year plans. Teachers have been throwing QR Codes in students' agendas and on newsletters. The result? Increased traffic from both parents and students from home and at school... Edging us ever closer to that 24-7 learning!
This isn't part of the newsletter - but if you have a second, I'd browse the awesome work our grade 6 teachers are doing!
Our PhotoPeach Slideshow: (Beware - some students are faceless/headless to protect their identities!)
We (the grade 6 teachers and I) have just finished our first, ubre-successful class showcase in the Learning Commons! The grade 6 students masterfully measured, mapped, modeled, displayed, and shared for the Learning Commons.
Phase 1:Hook
Our Learning Commons is a new and challenging concept for teachers and students in our school. For each grade's beginning project students are working on lessons around belonging and ownership of the space. Each grade has created something that will stay in the space or that will enhance the space in some way.
After completing an iPad photo scavenger hunt of the space, the Grade 6 students discussed what was missing and what would make it better. Eventually they decided (with some guidance) that the learning commons needed a map - I was more than happy to work with them on that. ;)
Phase 2: Measuring and 2D Map
After printing out some architectural paper, students were introduced to the challenge criteria and set off to measure the space any way they wanted. We suggested 3 ways:
Snap Cubes: Students put 1 snap cube on each tile, collected the snap cubes in sticks of 10 (or 5), and added up the sticks.
Post-it Notes:Students put post-it notes on every 5th square (or whatever multiple they felt comfortable with) and collected them while skip counting or multiplication.
Counting: Some just counted each tile as they walked from one side of the commons to the other.
Students counted the tiles and completed a map where 1 tile was 1 square on their paper. Because we teach students with a range of skills, we wanted to make multiple entrance points and lots of extra challenges to keep them engaged. We organized the challenge criteria into 3 columns (below) to meet individual need. All students were expected to complete a Level 3, but should aim as high as possible.
This was displayed at all times during the independent work times. If students finished level 3, they knew to move to level 4, and then 5.
Phase 3:Mapping in 3D for future displays and proposals.
Now came the fun part! Students could take their 2D maps and transform them into 3D masterpieces using a computer program or a hands-on-material of their choice. We gave options to use Google Sketch-up, Plasticine, Minecraft, Lego Digital Designer, or whatever other way students wanted (as long as teachers approved it).
We were shocked when a student discovered Floorplanner.com - and the enthusiasm for this program quickly took over the group. We were also pleasantly surprised by the students using Minecraft and Sketch-up. And one group took on this project by re-creating the entire Learning Commons using paper! Actually, it was 2 groups that both realized they bit off more than they could chew and asked if they could team-up and work together to get the project done in time... We obliged. Check out their amazing work below!
Phase 4:Show and Tell
It's hard to believe that we're 3 weeks into the school year with a 3-week-old learning commons. Our entire school community came during our showcase and were all blown away. We worked with the students and practiced talking about:
Why we completed this project
How we mapped in 2D/3D
Who the maps are for (everyone in the school!)
Ideas they had to improve the space
The showcase was important for a number of reasons. The other teachers in the school were able to see what type of work can take place in the Learning Commons. It gave them a chance to talk to me directly and to ask questions. More than a few times I was asked about what the planning and teaching looked like, and how we made it work.
Students were able to look up to the grade 6s, as each student completed an enormous amount of work and was a role model for the younger students. The younger children were also able to inquire about the process and to ask questions about the math (area, perimeter, ratios, etc.). Students wanted to experiment with the programs they saw the grade 6s use, most notably Keynote and Floorplanner.com.
Phase 5:Where to now?
We're going to have students take their current 3D representations of the Learning Commons and make proposals about how the space could be used. They'll also create proposals, sharing what they think would make the space better...I'm already running with the idea of building a lego wall - but more on that later!
