Stop... Collaborate & Research: #GAFE

Marlborough School is an early adopter for the CBE GAFE (Google Apps For Education) initiative.

We have been able to use GAFE for about 3 months now and it's only recently that I have noticed our staff and students really connecting with it and realizing its power! As teachers begun to use GAFE with their students it has quickly spread. The infectious nature of collaboration and success is unreal to watch.

This project was the first major project that one of our grade 6 teachers embarked on using GAFE. The subject, some would call fairly dry, was learning about the decision making process used by the Iroquois Confederacy. The students would eventually write about the topic as well as create a giant infographic.

Research and Assessing

Students worked together to research the Iroquois Confederacy. Using Google Forms, students read about different aspects of the Iroquois culture. They filled in a separate Google Form (picture above) with each new piece of information. All the information was then collated in a shared spreadsheet for all students to access.

Gathering and Communicating

Once all the information was collected, students formed their own groups and then synthesized their understanding of all the information. The first task was to come up with a few paragraphs which they would writing collaboratively using Google Docs. Students were able to simultaneously write in the document to form their finished piece of writing.

The groups also planned their infographic using the Google Drawing app. This was an interesting process of collaboratively drawing their plan which would utlimately become a massive poster on paper. All the group members were able draw simultaneously with the drawing app. They worked really well together on this part of the project in an app that no one had ever used before. It was amazing to see them adopt this new way of working together.

Once all the writing and drawing plans had been completed, the task was then to put all of the info onto paper. Because of the collaborative and organized nature of this project, groups have been completely focused and on task throughout. We really look forward to seeing the finished work.

The Learning Commons: In Times of Budget Cuts

Times are tough in Alberta! With major provincial cuts to the funding of education, our district has had to make some drastic changes for the next school year. In the end, the changes will make a difference in the classroom, one way or another.

With what looks like a bleak year ahead, one has to wonder if their position is valued enough to remain in place. In times of cuts schools need to look at staffing and prioritize what is crucial and not-so crucial. For schools beginning the journey of transitioning their school library to a learning commons, there will be some tough decisions to be made.

• Will they commit to continuing on this journey?
• Can they afford to put a teacher full time (or in any capacity) in the learning commons?
• How will they possibly put money into the space when that money is being cut?

In my building, we decided to go the learning commons route 3 years ago. In that time, we have learned a lot. For me, the biggest thing to come from it is the fact that when teachers collaborate on projects they are able to share ideas, challenge each other, help each other and generally reflect more often and more easily. When teachers work by themselves, within the 4 walls of their classroom they are confined to their own space and sharing and collaborating becomes much more challenging - It's so easy for teachers to just keep doing what they've always done and are comfortable with and not move their own practice forward.

The learning commons is place that knocks down one of the walls of the classroom, or extends the classroom to have an extra wall, or corner. When we first started the transition we used the analogy that the learning commons would be the 'fifth corner of the classroom'.

In times of cuts, having extra support for teachers will be crucial! With the axing of AISI (Alberta Initiative for School Improvement) this year, schools will not have the expertise and support that AISI provides. It makes me wonder how much pressure the rest of our area and system specialists will be under next year and how easy, or hard, it will be for schools to reach out for extra support. It makes sense to me that if all these supports are cut, then administrators need to make sure there is sufficient support within their own school. The learning commons can provide that support. Having the right person in the learning commons will enable support for both teachers and students which will, in turn, help move the learning forward.

The big question for a lot of administrators would be whether or not the learning commons would actually work without a full time teacher working in the space. I would love to hear of a learning commons space that has a learning commons working well without having a dedicated teacher in the space. In my experience, to maximise the learning that happens, not only in the learning commons but in the entire school, having a teacher that works in a coaching kind of roll builds capacity amongst staff and students alike.

Will our school continue on our mission of developing and focusing on this space? I'm sure we will in some kind of way. Will it be a full time position? I hope so! At one point. I have worked in our learning commons 0.5 of the time (during the last school year) and it was very hard to focus on really utilizing and pushing that space. It may work better now that our staff have a better understanding of what learning looks like in the learning commons.

Time will tell, I guess. Let's see what happens in the learning commons during these tough times and then reflect back. I hope for everyone's sake it works out well and we can make the most of what we have.

The following ideas are my beliefs of what some of the important rolls of the learning commons teacher(s). There are definitely more but these ones will be affected in these tough times: The learning commons teacher...

• works in a learning coach role who is there to support both teachers and students.
• works with teachers to design worthwhile and authentic tasks?
• supports teachers in finding engaging resources that encourage 21st century thinking.
• helps manage and maintain the technology in the school. This proves to be a big time commitment and without someone that can focus on it, the technology could continually prove to be nothing but a problem in the building.
• helps create an environment that provides students with the resources, time, and space they need to follow their passions? 
• allows teachers to be able to personalize learning for their students in ways that may not be possible in the classroom.
• helps enhance the community of the school. Being someone that sees what is happening in each and every classroom, the LC teacher is able to mesh projects together and make connections to help make experiences and learning more authentic and exciting.

What do you think about the learning commons teacher? Is is worthwhile position to create/maintain in times of cuts?

Please comment if you can relate to this post.

Augmented Book Reviews

Aurasma

Augmented reality keeps blowing people's mind. Every time I show the things we do with Aurasma and QR Codes, people can not believe what they see. The concept of augmented reality is really quite simple (in idea anyway). It simply layers images/videos over a 2D image. In Aurasma, the trigger image essentially acts like a barcode.

iMovie

This project was mostly conducted on Macbook Pros and iMacs as the students created videos using iMovie Trailers. We decided we wanted to look at book reviews/reading response in another way. I saw a tweet on Twitter where someone was showing their book trailers in iMovie. I wanted to step it up and make book trailers and then attach them to a book cover so other's could see what that student thought of that particular book.

Planning the Trailer

First, students had to plan their trailer. This proved very difficult as these grade 4s had not used iMovie before and did not have a clue how it worked or what was involved. In the end, we scrapped the on-paper plan and just started building the iMovie project. This gave the students an idea what was required in iMovie.

Assessment

We didn't actually make any crieteria until our first couple of groups were "finished" their first edit. The reson for this was that the students didn't know what a good trailer would consist of. We looked at a couple professionally made animated movie trailers and discussed what made them awesome. From there we made a checklist then went on to building a rubric.

Target Rubric - Succes Criteria for our Book Trailers

Co-created checklist of how professional movie trailer are made

Students then went through and peer assessed each other's work. The feedback each student was important as they would base their editing on the feedback they were given. We developed a timeline of events so students knew the process that was required to finish their final trailer.

The Self Assessment, Peer Assessment and Feedback loops timeline

The Finished Product

Here is an example of the finished trailers using the Aurasma App. 

Voices on a Wall

This is a post that has also been posted on http://marlboroughipads.blogspot.ca and also follows-up on this post QR - Quick-Response.html

I have been working with a couple of different classes to experiment with using QR codes to share ideas and work that we have created. 

Text to QR Code

The first class we played with QR codes to share 'secret messages'. As part of the heath curriculum, we want to talk about our qualities and inefficiencies, our dreams and our aspirations.

1. First we used Microsoft Word and Apple Pages to type up some text.
2. Next we copied the text and pasted it www.QRStuff.com we copied the text.
3. QRStuff generates a QR code and then we download.
4. The QR code, in the form of an image, can then be pasted into another document and printed.
5. These particular QR codes could either have the text embedded right in the code (which would mean the mobile device would not even require an Internet connection) or the user could choose to have the text uploaded to a QR Stuff Server (this would require Internet but also teacher discretion to ensure no personal data would be included). The only real difference would be in the visual appearance of the QR code itself.

Audio Recording to QR Code

After we learned and understood how QR codes worked and saw how visually appealing he wall display was. We thought it would be cool to make different kind of gallery on a bulletin board - We would attempt to put student voices on the wall. With parent interviews coming up, it would be a great way to showcase some great work produced by our students. This project would require writing and recording voice using 1 of 2 apps on the iPad.

1. Students first needed to produce some writing. The teacher used some health related writing around 'bullying' and 'it's OK to be me'.
2. Using an iPad, students recorded their voice using either GarageBand for iPad or Voice Recorder for iPad.
3. We then co-created success criteria and a rubric for students to make quality recordings.
4. Students published their audio recording and then shared it with the teacher.
5. The teacher then uploaded the audio file to our web site server (CBE Project server) - the file would need to be accessible online by a URL.
6. Once uploaded, the teacher generated the QR Code (with www.qrstuff.com) and saved back to a shared folder on the school server. 
7. Finally Students created posters to share their work.

Below are a couple of examples of our Voice Gallery QR codes

To Play or Not to Play?

That is the question!

In my day to day to work, I'm often introducing students to new technologies/resources. I have found the best way for students to learn something new, especially something to do with technology, is to let them play; push all the buttons; tinker with it; experiment with different things. All of this helps them to work out what makes the application 'tick' also to see what it is capable of and where it might be fit best within their learning.

Some teachers may argue the benefit of playing with something before really applying it to learning. After all, there is so much curriculum to get through and playing around with an App would be wasting valuable 'learning time'. My argument is that there is so much value in playing and tinkering with something new.


In the past few weeks, I have been working with a grade 5-6 class learning how to animate in three different ways:

• Vector Animation (using DoInk for iPad)
• Slide show Animation (using Keynote for Mac)
• Stop Motion (Stop Motion Studio for iPad)

The teacher I was working with decided that it would be best for the students to see the capability of each application before setting the big animation project (to animate a property/principle of air). We spent 9 lessons of about 1 hour to learn our way around each app. This included mini lessons, playing, sharing and giving feedback. This idea worked out so well and both of us teachers were blown away by how well the students did.

Here are some examples of some of the work our students completed during this tinkering time:

DoInk Animation & Drawing

Keynote for Mac

The video below is a video montage of a few different keynote animations.

Stop Motion Studio Pro

The following animations videos were the students first attempts and playing around with Stop Motion Studio.

Kindergarten Loves Winter!

WHAT: Green Screen Video

WHO: Kindergarten

WHERE: Marlborough School

We wanted to help our kindergarten students to develop a sense of expressing themselves orally. We wanted them to experience something they would be passionate about. Most kids love winter and thought would be cool to ask our kindergarteners what they love about winter, what they enjoy doing outside in the winter, what they wish they could do and anything else they like about snow or winter.

The green screen is the perfect resource for this project. All we needed to do was to find some video footage of winter scenes. YouTube did not provide anything that was worthy, as we needed video footage with no panning (panning would make the actor seem like the are floating along - unless they 'move' with the pan). Also, we decided to use video footage would really make the background come alive rather than using still photos.

We ended up using video from our own backyards, playgrounds and school yard. This footage would work well and with a few added props, the students would hopefully feel like they're really in the scene.

                      

Enter the green screen. Enter the nerves. The cute, little, shy kindergarten students froze up the moment the camera went on. They couldn't say anything, they struggled to pretend, the sons they did produce was almost inaudible - I suddenly thought this learning task would flop.

To try and help the students remember what they needed to do when performing in a video, we made a simple checklist assessment. After each student had a chance to practice their performance, the small group then assessed their peer using the checklist.

The performance definitely improved after introducing the checklist.

Here some sample finished video (This is still a work in progress - We will add more when it is completed):

Marlborough LC - A Celebration!

Last week we were asked to share our journey with other schools within our system (Calgary Board of Education) that have headed down a similar pathway or are in the process of transforming their school library. Here is our story!

Please share and comment. We love to hear feedback!

Building Numbers Online

One of the things we like to try and do nowadays is to have our students represent their understanding in a variety of ways. This is especially the case in math.

When I first started teaching (about 10 years ago) I really only had a few different concrete manipulatives available to me to teach number sense. The one trustee resource I always turned to was the base ten blocks ~ Wow, how times of changed!

This past week I have been working with some grade 1-2s to build and represent numbers using an online manipulative website provide by Glencoe - McGraw Hill Education.

The students were able to build numbers at their own level by choosing an appropriate manipulative to suit them. Here are some examples in more details:

Bears in a Boat reinforces building tens with 10s frames

Students used the bears if they were working with numbers to 20

The virtual Base Ten Blocks allowed students to build bigger numbers.

Students were also able to design their own base ten counting manipulatives - This student used counters

We were able to 'keep' or save each representation by taking screen shots (Command⌘ +Shift+4) of the numbers we built. We then added them a Comic Life document to show a variety of numbers.

Got iPad?

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.

http://marlboroughipads.blogspot.ca/

We love to share the work our students do and we also love to have feedback on the projects. Please visit and share your thoughts and ideas.

Cheers!

Steve Clark

Marlborough Learning Commons.

The Virtual Learning Commons

One of the latest developments in The Marlborough Learning Commons is the introduction of the Virtual Learning Commons, or as we are calling it, 'Marlborough 5th Corner' - https://sites.google.com/site/marlboroughvlc/.

Screenshot of the "Marlborough 5th Corner" Virtual Learning Commons Homepage

The name fifth corner was 'borrowed' from another learning commons that inspired us to begin the journey, the Monterey Park Learning Commons. It refers to the Learning Commons being an extension of the classroom, or another part of the classroom. This also applies to the Virtual Learning Commons. This online space is simply the online hub of our learning commons space. It will be a place that students go to when they begin a journey of learning in the online environment.

Our hope, in launching our VLC is that we will make our Learning Commons come alive at all times of the day, whether it be during school hours or after school. When students want to access certain documents, information, or work on collaborative projects, they will come to the VLC and then be spring-boarded in a certain direction depending on where they need to go. Throughout this year we hope to launch new areas of the VLC to make a truly collaborative work space.

Our Virtual Learning commons design is modelled off a template that was offered to CBE school by the 'gods' of the Learning Commons concept, David Loertscher and Carol Koechlin. The template they offered can be found here. More information about the Virtual Learning Commons can be also be found on the Library to Learning Commons Page they created for the Calgary Board of Education.

At this point, we have five pages within our VLC. They are as follows:

Home Page - Welcome and News

This is where we will upload the news of the learning commons. Anything new that we want students to see as soon as they open their web browser.

Love of Reading - Literacy Centre

As a part of our school development plan we are focusing in on improving reading skills. We also hope to encourage our students to love reading. One way we hope to do this is through promoting books and web sites that we (and others) think are worthy of reading and. We also will ask our students to add their favourite books.

We are planning to start a blog (using www.kidblog.com) for students to respond to books they read and then share their thoughts with their peers. Through the use of QR codes and possibly Aurasma (Augmented reality) we will share blogs posts that students write.

We have also started a book of the week which could be chosen by teachers, or by students, and then promoted online and in the library.

Book of the Week/Month for November - In true Remembrance Day spirit.

Our First 'Book of the Week' QR code

LC Links - Links to Internet Resources

The links page is a collection of tools and reference tools that can found from a variety of places. We have collected these over time and are continually weeding and reevaluating them. 

How We learn - Ideas for Learning

This is a page that I, as the learning commons teacher want to begin developing. Here will will have different ideas of showing what we know. It is a place to get ideas for projects, share ideas for projects and showcase and celebrate the diverse ways we learn in our school.

Marlborough Life - Culture Page

We place a fair bit of energy in our school to help develop the culture and community of the school This page will share some of the activities that are going on throughout the year. We will begin adding to this page very soon.

LAST OF ALL...

We welcome comments and questions about our virtual learning commons. We want to make this website a live and would love all the feedback we can.

Building and Tinkering

To follow along with Keeler school, we started utilising some Lego that we found in our building.

Rejuvenating the Lego 

When we found the Lego it was pretty disgusting. Years of sitting in a classroom gathering dust. So after a thorough washing at home and a long time to air dry, the Lego came back to school and put into some great use!

I had a great helper throughout the cleaning process

The Project

Two of our grade 1 and 2 teachers wanted to use our learning commons to divide their classes into smaller groups to do some building centres for the grade 2 science unit, Building Things. The learning commons hosted the Lego building and iPad Lego building centres and the other two groups were back in their classrooms. We gave the students some free building time so they could play and tinker with each of the materials (Lego, iPad, Straws & pipe cleaners, popsicle sticks & modelling clay, foam building blocks, and smaller wooden blocks)

After every student had a time to play with each of the material and build something of their choice, the task was to build something specific with each of the different materials. This what they were asked to build:

• Lego - something that moves
• Lego App - some kind of box or container
• Straws & pipe cleaners - a creature
• Popsicle sticks and modelling clay - a shelter
• Foam Building Blocks - a piece of playground equipment
• Small Wooden Blocks - a tall tower

What we found out was that the kids (in general) were way more creative in the free building sessions. When we put certain parameters on the building tasks, their creations seemed dulled down and lacking creativity.

So We CHANGED It Up!

As I began working with these two classes, I was also beginning a similar project with another grade 1-2 class. This time we changed the project around to see if it would make a difference with the quality of learning. Here's what we did (and are still working on as it's continues to progress):

1. Each student had a chance to play and free build with each of the materials.
2. We will then have a class discussion about what we all made (using the photos they took with the iPads) and why they made it - This will help develop the assessment criteria for the next part of the project.
3. Students will co-create a target rubric of the assessment criteria.
4. We will watch some video and multimedia of what other people have built with some of the materials (this is the expert portion).
5. The final task will be to build 3 different models. Students will choose their materials and also the structure, or 'thing', they want to build. We will also generate a list of possible 'things' they might want to build, but not limit them to this list.
6. Students will be assessed according to the student generated criteria. This could be done as a self assessment, by their peers, and/or the teachers.

Here are some more pictures and videos of what they created during free building:

http://www.youtube.com/watch?v=59FhiBm9OF0&feature=g-upl

http://www.youtube.com/watch?v=83tCcKFPZ3I&feature=g-upl