#YYCLC Day 61: Sketchbook Pro at Keeler School

Grade 5 students at Keeler School using Sketchbook Pro in iPads with stylus pens to sketch photos of themselves.  These will be sent to their class pen pals.

#YYCLC Day 10: Read Write Gold

Students at Keeler School learning how to use Read & Write Gold on their MacBooks to support their learning needs.

Apple Holiday TV Ad - An idea for teachers...

I wrote a post about the power of iMovie a few months back but was not sufficiently articulate. The new ad from apple shows something we could be doing in our classrooms with, of course, additional interaction in questioning, in summarizing, and in provoking discussion.

In the video below a teenage boy makes a Christmas video to surprise his family by showing them how magical the holiday has been. Teachers could (and should) use this idea to show kids how magical their learning has been.

Enjoy!

Speech-to-Text and Text-to-Speech

Mountain Lion 10.8.3 is our image, and we've discovered a crisp, simple aide for our students with Learning Disabilities. It turns out that SIRI is embedded into the OS on our new computers, it just needs to be activated.

When it is turned on students tap a designated shortcut key and talk at regular speed into their microphone. When they're finished words quickly appear on the screen. 

When Text-to-Speech is turned on, students can have anything on their computers read aloud to them. Although these tools are not a panacea, they certainly help to level the playing field!

To get going on both, head to your computer's settings and click around!

Keeler School Virtual Space

Our Virtual Learning Space
Keelercommons.weebly.com 

"The minute I dropped out I could stop taking the required classes that didn't interest me, and begin dropping in on the ones that looked interesting." - Steve Jobs

I believe that the statement above is in support of the Learning Commons Virtual Space we are aiming for at Keeler School: A site that students contribute to and choose to use from any device, at any time, simply because they can't stop thinking about their schoolwork!

We've been working extremely hard on the philosophy in the school and on the physical space in the Learning Commons itself. Now, though, the focus has shifted to anywhere, anytime learning.
We chose Weebly as a site-creation tool because it looks great on all devices. It is also extremely easy to embed collaborative documents, forms, spreadsheets (from Google Docs), and PDFs (scribd.com). It is important that google forms can be embedded in there, as we are a google trial school and we're finding the feedback to be invaluable. Here is what we have included so far.

Tutorials.

I've found that I'm teaching the same "click here, now here, now here" to help students with simple or complex tasks on their computer... So the next logical step was to create short, snappy tutorials to help students out!The newest section on our virtual space is tutorials.

Students and teachers can hover their mouse over Tutorials and select the program they are using. By clicking the video that is connected to what they need they are stepped through whatever they are struggling with. I'm trying to keep the clips under 2:30, so they can be watched and absorbed quickly. I've found this to be helpful as students can watch a tutorial as frequently or infrequently as they need - meaning that it levels the playing field a bit. And if students are working at home, they can see them there as well, 24-7.

I've tested this out during a few classes at this point, and found it hugely successful - despite how strange it was to hear my voice coming from different corners in the Learning Commons!

Projects.
This section is dedicated to projects that are taking place in the LC. Students are able to click on their current unit of study to find links to resources or online work they are doing (for example, the grade 4s are working on their first Wiki). This section will hopefully grow to include teacher write-ups about the projects, student samples, rubrics and links. We'll see... It's still young!

Forms.
By embedding google forms, all students can feel like they have a say about what is not only on the site (as in links, pictures, etc.), but they will also feel that they have a say about what books are in the Learning Commons. I'm just getting this going, so I'm offering a prize to students who provide the best resources in the 4th and 5th grades... Hopefully in the future I won't need to do this...

Teachers have also been using embedded google forms. And it has been an astounding way to communicate with our technician who we only host for 3 hours a week. In this section, teachers are able to report any technical problems with their SMART Boards, student computers, teacher computers, or printers. So far, it seems like a promising way to remove the middle man (me) from wasting time attempting to solve problems that are time consuming and complex!

Class Web Pages. We signed up to use the project server from the Calgary Board of Education and made it available for teachers to create class web pages on iWeb. Student work is being posted up in a variety of ways - sometimes it is pictures of students working in the classroom, problem solving a task. Other times, teachers are using the blog feature to showcase student writing. This has created a sense of pride in the students, and we have found the visits to our sites steadily increasing.





Links.
We've included links to everything from the Khan Academy to Glogster. We're looking for students to take initiative and either check up on concepts they don't fully understand, or to try a new web 2.0 tool. It's my belief that we should not shelter students from these tools, but instead teach them how to use them in a responsible way. When we asked our students in grade 6 last year who was on Twitter about half of them raised their hands. When asked if they upload to Youtube, about a third of them admitted to having a channel. They are going to do it anyway, we need to teach them how to be smart, not turn a blind eye!

We have links as well to the e-library (CBE's online catalogue). In the future, I'd like to post tutorials on how to use a catalogue and how to find books through the Dewey Decimal Stystem. 

Admiral Use Policy. 
We have also included a page dedicated to our Admirable Use Policy at Keeler School. This was developed at the start of the year, and we're hoping to get students using it and thinking about how to properly behave online. Again, I was thinking about having students create videos describing digital citizenship... I just need to overcome the paperwork and see if we can put them online!

Feedback.
I'd love feedback... If you're reading this you are most likely connected to education in some way or other. What would you add? What should be taken out/simplified? Do you have any suggestions for other great Web 2.0 tools to help students to represent their learning?

Thanks,
Mike MacKenzie

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.

5 QR Code Uses

Our 5 favourite ways to use QR Codes -

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!

Measurement & Mapping

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:

1. 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. 
2. 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. 
3. 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!