Sometimes teachers need to bring students to the LC to do some kind of assessment. This is a kindergarten teacher recording some student voice.
Showing posts with label assessment. Show all posts
Showing posts with label assessment. Show all posts
Wednesday, 6 May 2015
Monday, 2 March 2015
#YYCLC Day112: Co-Creating Criteria
This Grade 1 class is co-creating some criteria for making a digital book.
Monday, 4 March 2013
Exemplars and Comics
Using Exemplars with Photocomic
Using exemplars to set clear expectations is vital when designing a project... This is our infusion of technology in the process of examining student work, setting criteria and building a rubric for writing a feasibility report for settling a planet.
The Bigger Picture
We're well on our way to colonizing the solar system! Kids have completed their research, and they're now ready to compile their information into an official "Colonization Report". To do this, they'll need to examine both excellent and lackluster reports to help wrap their heads around the expectations .. We wanted to find a way for students to document what makes a good report and found a natural connection with an App called Photocomic.
After this, students will write reports that they will submit to the Canadian Extra-Terrestrial Space Agency for review. They will then write a storyboard and screenplay to help them develop a recruitment video to help them lure students, parents, and community members to their planet.
The Task
Students will be given specific topics (Creative Language, Organization, Visuals, and Content) to carefully consider as they go through the exemplars. Each student will record successes and shortcomings about their topic using an iPad app called Photocomic.
The App
We've used the app Photocomic for a number of purposes and the more we use it, the more we love it! It is simple enough that clean, clear work can be created, published, and shared within a 30 minute period. It's been used to act out key moments within a book-study, to role-play social situations, and to enhance concepts such as friendship.
It allows you to take photographs and arrange them in a number of ways to look like the pages of a comic book. Students can add all of the elements of a comic, including speech bubbles, thought bubbles, action words, etc.
The Process
Students are challenged to become masters of the "Photocomic" app in 5 minutes. The only rules: You must touch every button to see what it does and you must create a comic!
Students are given their task cards and join their groups. They are to take photographs of the exemplars and to annotate with speech bubbles, thought bubbles, and action words to show what they like/dislike about the exemplar. It is expected that each student will contribute 1 speech bubble/sound effect.
Students then go to the next table, take a close look at that exemplar, and repeat!
At the end, the students will put their comics on to the teacher's computer, who will throw all of the pictures on the SMART Board so that everyone can see what makes a great report. Afterwards, the teacher guides the students as they come up with their own rubric that clearly describes the expectations.
Differentiation
All students can participate in this because there is so much to evaluate! Some students can use higher-order thinking skills and analyze the content. Others can really think about the grammar/word-choice, and others still can examine the visuals. We'll choose the roles and make sure they cater to the right students.
Using the Photocomic App students can either be detailed about about their evaluation (they can write speech bubbles, clearly outlining why they may/may note emulate something), or they can can use sound effects such as "Ouch!" to show that something is undesirable.
5 Considerations About Exemplars
Narrow the Focus: We had 4 to 5 people in each group, and each student had a role where they were looking for a certain topic. It was way too much, and the activity nearly bombed because of it! Were we to do it again, I'd suggest having each group focus on one topic, rather than 4. And I'd suggest the each group share one same topic of analysis.
Time: At the beginning, we gave students iPads and told them to get started after explaining the task... If only it were that simple! They jumped right in for sure, but they took inconsequential pictures and didn't provide thoughtful comments.
After the first round, we had them close their iPads and focus on the work itself. After we heard sufficient discussion and we had a chance to discuss with each group, then we had them open the iPads.
Groupings: I'm always tempted to put a higher student with a lower student to settle behavior issues and enhance learning. I wonder, though, what this is doing for both students' learning! One isn't challenged by the other, and the other is so far below, are they getting anything out of the lesson? Would it be better to put all of the lower students together and to use different exemplars with catered expectations? How would that look?
Exemplars: We used great exemplars and 2 non-exemplars that were created at a much lower grade level. It's tricky though... We have students that really struggle with reading and writing, and I'm hoping that they didn't feel awful about themselves when they saw the non-exemplar was at their ability level. When the integration model fails, I guess...We'll have to find new ways to approach this next time.
Return: The idea of annotating with the iPads worked really well, but some extra work needs to be done with the kids! It's just October, so I'm hoping that we'll get this figured when we try it another few times... We'll see!
Using exemplars to set clear expectations is vital when designing a project... This is our infusion of technology in the process of examining student work, setting criteria and building a rubric for writing a feasibility report for settling a planet.
The Bigger Picture
We're well on our way to colonizing the solar system! Kids have completed their research, and they're now ready to compile their information into an official "Colonization Report". To do this, they'll need to examine both excellent and lackluster reports to help wrap their heads around the expectations .. We wanted to find a way for students to document what makes a good report and found a natural connection with an App called Photocomic.
After this, students will write reports that they will submit to the Canadian Extra-Terrestrial Space Agency for review. They will then write a storyboard and screenplay to help them develop a recruitment video to help them lure students, parents, and community members to their planet.
The Task
Students will be given specific topics (Creative Language, Organization, Visuals, and Content) to carefully consider as they go through the exemplars. Each student will record successes and shortcomings about their topic using an iPad app called Photocomic.
The App
 |
| Photocomic |
It allows you to take photographs and arrange them in a number of ways to look like the pages of a comic book. Students can add all of the elements of a comic, including speech bubbles, thought bubbles, action words, etc.
The Process
Students are challenged to become masters of the "Photocomic" app in 5 minutes. The only rules: You must touch every button to see what it does and you must create a comic!
Students are given their task cards and join their groups. They are to take photographs of the exemplars and to annotate with speech bubbles, thought bubbles, and action words to show what they like/dislike about the exemplar. It is expected that each student will contribute 1 speech bubble/sound effect.
Students then go to the next table, take a close look at that exemplar, and repeat!
At the end, the students will put their comics on to the teacher's computer, who will throw all of the pictures on the SMART Board so that everyone can see what makes a great report. Afterwards, the teacher guides the students as they come up with their own rubric that clearly describes the expectations.
Differentiation
 |
| We really need to narrow the focus... |
Using the Photocomic App students can either be detailed about about their evaluation (they can write speech bubbles, clearly outlining why they may/may note emulate something), or they can can use sound effects such as "Ouch!" to show that something is undesirable.
5 Considerations About Exemplars
Narrow the Focus: We had 4 to 5 people in each group, and each student had a role where they were looking for a certain topic. It was way too much, and the activity nearly bombed because of it! Were we to do it again, I'd suggest having each group focus on one topic, rather than 4. And I'd suggest the each group share one same topic of analysis.
 |
| It's great how they could use the '!!!!' symbol to point out the juicy words! |
After the first round, we had them close their iPads and focus on the work itself. After we heard sufficient discussion and we had a chance to discuss with each group, then we had them open the iPads.
Groupings: I'm always tempted to put a higher student with a lower student to settle behavior issues and enhance learning. I wonder, though, what this is doing for both students' learning! One isn't challenged by the other, and the other is so far below, are they getting anything out of the lesson? Would it be better to put all of the lower students together and to use different exemplars with catered expectations? How would that look?
 |
| I guess that "Zonk!" means it's good... |
Return: The idea of annotating with the iPads worked really well, but some extra work needs to be done with the kids! It's just October, so I'm hoping that we'll get this figured when we try it another few times... We'll see!
Tuesday, 26 February 2013
Keeler Students Explain Everything
How do you evaluate an app's educational potential? The best post I've found for this is at learninginhand.com - It's loaded with checklists, rubrics, ideas and discussions. Well, I've found one of those rare apps that gets an A+ and that adds value, no matter the subject: Explain Everything.
You'll remember back in 2010 when the iPad 1 made its debut. Apple was heavily criticized for making a device that was based solely on consumption. It wasn't until people started writing, drawing, and making things on it that everything changed (This is a great article that asks whether or not an iPad is being used for consumption or creation). I'd like to think schools are purchasing iPads for creation.
Investing in a tool for creation is great- assuming there are applications applicable for students and teachers that enhance learning rather than distract from it. I have found an app that is the model others should strive for in the field of education because it inspires creation through video, audio, text, and drawings to show, share and teach ideas. I've been using it for a week, and below are examples of how it has enhanced learning through the lens of Bloom's Taxonomy:
Remembering:
Working with second graders and trying to help them learn how to research is a problem. Students have been working on researching an Arctic animal and connecting it with the Inuit. The issue is that there aren't that many books/sites that are easily read by second graders -- never mind vast differences in students' reading levels. I was able to take a picture of a page and read it once to the student while recording myself. I highlighted the words I was reading, emphasized text features, and drew attention to what matters. The student was able to replay my reading and our conversation as many times as needed. When working with struggling readers, there can be no better equalizer than repeated instruction that can be reviewed by the student as many times as they need. Part of the video below is of my reading with some student voices in the background. Don't judge how I sound; it's pretty horrifying to throw this up on the internet!
Understanding:
Everyone loves the Kahn Academy. Well, that's not true, but I do because of my obsession with repeated viewings for students who don't get it the first, second, or eighth time. The grade 5s and I were able to discuss and critique a video on Perimeter, which we used as an exemplar. Students then demonstrated their understanding by creating their own videos to teach their classmates. It was great to see/listen to them talk through the process of calculating perimeter. One video is included below, but all students are quite proud! Not only was I able to assess what they understood/didn't understand, they were able to teach their peers and become leaders for our upcoming project.
Applying:
I don't understand why teachers claim that summative assessment can't be formative... I'm not an assessment expert, but the task below was meant to summatively assess their ability, while also guiding the next round of work we do. Taking the same concepts that were explored in the "Making a Khan Academy Video" and applying them to a unique situation was absolutely eye opening! Anyway, in the video at the end of this post students were asked to calculate the perimeter of a picture frame and to show how they did it through recording video and audio. I really enjoyed what they came up with!
Analyzing:
What a challenge we've had getting kids to examine their own work... The grade 4s have been working on assessing their work through student-created, bull's-eye rubrics (see more at the Galileo Educational Network). I wish we had time to sit down and discuss each assessment with each group, but as all teachers know, time is a valuable commodity! Grade 4s created a wiki for the Regions of Alberta (not live at the time this was written) where they each became an expert on 1 region. They are currently tapping into the expertise of their classmates by researching from the wiki and creating a presentation about all regions in Alberta. To make their presentation, students were asked to assess themselves based on a student-created rubric. I took a picture of the SMART Board and had the students digitally scribble all over it! The only rule was that whatever they were thinking, they said. Below is an example of this. Students were asked to discuss it prior to the video and to submit a 2-3 minute video sharing where they fell on the rubric and how they planned on working towards the bull's eye.
Evaluating:
The grade 6s are about to begin work on an art project where they must consider colours, symbols and composition. To begin, they will need to examine exemplars. By creating a short 2-3 minute video, they can critically evaluate exemplars and visibly (and audibly) share what they like and what they would improve were they to create a similar product. This video has not yet been made, but will be soon enough.
Creating:
Students in the sixth grade are also studying Athenian Democracy and the Iroquois Confederacy. With this app's ability to tap into augmented reality by photographing and drawing on top of pictures, students are able to transform our school ground into a traditional Athenian Assembly or an Iroquois Longhouse. The audio allows students to discuss and share what happens in different places and explain the significance of critical objects (the Water Timer, for example). This hasn't been done yet. Like I said, I've only had the app for a week!
Anyway, if you'd like to check the app out it's called Explain Everything. And it's wicked awesome.
If you use this app, please share what you've done!
Here is the video. It's not complete... I've only had the app for a short time, but I'll get on it soon!
You'll remember back in 2010 when the iPad 1 made its debut. Apple was heavily criticized for making a device that was based solely on consumption. It wasn't until people started writing, drawing, and making things on it that everything changed (This is a great article that asks whether or not an iPad is being used for consumption or creation). I'd like to think schools are purchasing iPads for creation.
Investing in a tool for creation is great- assuming there are applications applicable for students and teachers that enhance learning rather than distract from it. I have found an app that is the model others should strive for in the field of education because it inspires creation through video, audio, text, and drawings to show, share and teach ideas. I've been using it for a week, and below are examples of how it has enhanced learning through the lens of Bloom's Taxonomy:
Remembering:
Working with second graders and trying to help them learn how to research is a problem. Students have been working on researching an Arctic animal and connecting it with the Inuit. The issue is that there aren't that many books/sites that are easily read by second graders -- never mind vast differences in students' reading levels. I was able to take a picture of a page and read it once to the student while recording myself. I highlighted the words I was reading, emphasized text features, and drew attention to what matters. The student was able to replay my reading and our conversation as many times as needed. When working with struggling readers, there can be no better equalizer than repeated instruction that can be reviewed by the student as many times as they need. Part of the video below is of my reading with some student voices in the background. Don't judge how I sound; it's pretty horrifying to throw this up on the internet!
Understanding:
Everyone loves the Kahn Academy. Well, that's not true, but I do because of my obsession with repeated viewings for students who don't get it the first, second, or eighth time. The grade 5s and I were able to discuss and critique a video on Perimeter, which we used as an exemplar. Students then demonstrated their understanding by creating their own videos to teach their classmates. It was great to see/listen to them talk through the process of calculating perimeter. One video is included below, but all students are quite proud! Not only was I able to assess what they understood/didn't understand, they were able to teach their peers and become leaders for our upcoming project.
Applying:
I don't understand why teachers claim that summative assessment can't be formative... I'm not an assessment expert, but the task below was meant to summatively assess their ability, while also guiding the next round of work we do. Taking the same concepts that were explored in the "Making a Khan Academy Video" and applying them to a unique situation was absolutely eye opening! Anyway, in the video at the end of this post students were asked to calculate the perimeter of a picture frame and to show how they did it through recording video and audio. I really enjoyed what they came up with!
Analyzing:
What a challenge we've had getting kids to examine their own work... The grade 4s have been working on assessing their work through student-created, bull's-eye rubrics (see more at the Galileo Educational Network). I wish we had time to sit down and discuss each assessment with each group, but as all teachers know, time is a valuable commodity! Grade 4s created a wiki for the Regions of Alberta (not live at the time this was written) where they each became an expert on 1 region. They are currently tapping into the expertise of their classmates by researching from the wiki and creating a presentation about all regions in Alberta. To make their presentation, students were asked to assess themselves based on a student-created rubric. I took a picture of the SMART Board and had the students digitally scribble all over it! The only rule was that whatever they were thinking, they said. Below is an example of this. Students were asked to discuss it prior to the video and to submit a 2-3 minute video sharing where they fell on the rubric and how they planned on working towards the bull's eye.
Evaluating:
The grade 6s are about to begin work on an art project where they must consider colours, symbols and composition. To begin, they will need to examine exemplars. By creating a short 2-3 minute video, they can critically evaluate exemplars and visibly (and audibly) share what they like and what they would improve were they to create a similar product. This video has not yet been made, but will be soon enough.
Creating:
Students in the sixth grade are also studying Athenian Democracy and the Iroquois Confederacy. With this app's ability to tap into augmented reality by photographing and drawing on top of pictures, students are able to transform our school ground into a traditional Athenian Assembly or an Iroquois Longhouse. The audio allows students to discuss and share what happens in different places and explain the significance of critical objects (the Water Timer, for example). This hasn't been done yet. Like I said, I've only had the app for a week!
Anyway, if you'd like to check the app out it's called Explain Everything. And it's wicked awesome.
If you use this app, please share what you've done!
Here is the video. It's not complete... I've only had the app for a short time, but I'll get on it soon!
Tuesday, 29 January 2013
Focusing Instruction on What Counts
Flipping the Commons
If it's rote, base-level thinking, don't evaluate them on it - give it to them... Focus assessment on the bigger stuff that actually matters!
When we make rubrics there often seems to be something about the "looks" of the final product... And the looks may have to do with rudimentary tech skills. Actually, not even tech skills: specific-program skills. All too often kids can get a great mark on something because their presentation or their tech-created product looks pretty - never mind the content. Teachers of course strive to balance the field, and I think I've found a good way to tackle a bit of this...
I'm in the process of creating tutorials that step students through this rudimentary tech stuff (that we shouldn't really assess kids on). They are 2-minute clips that show students how to click, where to click, and what to click to make the programs do what they want. By throwing them up on the Keeler Commons Virtual Space students are able to watch these videos when they want, where they want, and as many times as they want. This frees students up to focus their time on the content, their ideas, and their thinking rather than the how-to of technology.
The true benefit of this is that it puts me in different places at the same time. During a recent class my voice could be heard from 5 computers in the commons, helping kids with the "click here, then here" type stuff, so I could spend my time asking probing questions and focusing on the good work. It also helped set up a culture of support within the student community... a student asks another student, then checks tutorials, then asks me for help. All this while I am conferencing with groups and helping them assess the content and quality of their work and the expression of their ideas.
Giving 24-7 tutorials builds independence in students and anytime we build independence we build student success.
Focusing Instruction on What Counts
When we make rubrics there often seems to be something about the "looks" of the final product... And the looks may have to do with rudimentary tech skills. Actually, not even tech skills: specific-program skills. All too often kids can get a great mark on something because their presentation or their tech-created product looks pretty - never mind the content. Teachers of course strive to balance the field, and I think I've found a good way to tackle a bit of this...
I'm in the process of creating tutorials that step students through this rudimentary tech stuff (that we shouldn't really assess kids on). They are 2-minute clips that show students how to click, where to click, and what to click to make the programs do what they want. By throwing them up on the Keeler Commons Virtual Space students are able to watch these videos when they want, where they want, and as many times as they want. This frees students up to focus their time on the content, their ideas, and their thinking rather than the how-to of technology.
The true benefit of this is that it puts me in different places at the same time. During a recent class my voice could be heard from 5 computers in the commons, helping kids with the "click here, then here" type stuff, so I could spend my time asking probing questions and focusing on the good work. It also helped set up a culture of support within the student community... a student asks another student, then checks tutorials, then asks me for help. All this while I am conferencing with groups and helping them assess the content and quality of their work and the expression of their ideas.
Giving 24-7 tutorials builds independence in students and anytime we build independence we build student success.
Wednesday, 16 January 2013
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.
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):
Sunday, 30 September 2012
Diagnostic Assessment & Space Exploration
Accessing Prior Knowledge & Starting on the Right Foot
We began an exciting group project the other day and thought it was important to start with self-reflection and diagnostic assessment through informal and formal conversations. Students filled out group proposals (below) where they had to consider their strengths within a group. We also challenged them to think about their group members and how they've worked together in the past...
** Students will hold a "recruitment fair" in the Learning Commons for all grades of the school (and perhaps other schools through online video/voting). Students will vote on which planet they would like to colonize based on given criteria.
Day 1: The Hook
Each student received a letter in the mail from CETSA directing them to save humanity.They showed up to school with their letters clutched in their hands or crinkled in their pockets, ready to accept their mission! They were then tasked with identifying and resolving hazards in a colonization report to permanently settle a planet in our solar system. They will soon create a recruitment video/presentation to lure settlers to their planet - which they will later create a government for.
We gave students the sheet below, allowing them to choose their own partners. Using a sheet like this had a number of predicted and surprising benefits, here are the big three:
Self Reflection - Students were able to discuss their strengths and shortcomings in a safe environment, among chosen friends.
Group Reflection - Students analyzed the relationships within their team and identified possible issues, as well as where they may soar. It was interesting to see how students grouped themselves - some students purposefully avoided their friends!
Access Prior Knowledge - Students were forced to access prior knowledge and to discuss what they already knew about the planets and what they wanted to learn. This discussion was further enhanced by the pesky, roaming teachers asking clarifying questions and taking notes.
The sheet we used is below, as are some samples taken from students on Friday!
Group Work and Getting Started
Some of the responses...
Some of these are hilarious, others are insightful... I think the process and the discussions we video-taped were the true gold in this.
We began an exciting group project the other day and thought it was important to start with self-reflection and diagnostic assessment through informal and formal conversations. Students filled out group proposals (below) where they had to consider their strengths within a group. We also challenged them to think about their group members and how they've worked together in the past...
Project: You have been recruited by CETSA (The Canadian Extra Terrestrial Space Agency) to create a community proposal and a recruitment video to lure earth-dwellers to colonize your planet.
** Students will hold a "recruitment fair" in the Learning Commons for all grades of the school (and perhaps other schools through online video/voting). Students will vote on which planet they would like to colonize based on given criteria.
Day 1: The Hook
Each student received a letter in the mail from CETSA directing them to save humanity.They showed up to school with their letters clutched in their hands or crinkled in their pockets, ready to accept their mission! They were then tasked with identifying and resolving hazards in a colonization report to permanently settle a planet in our solar system. They will soon create a recruitment video/presentation to lure settlers to their planet - which they will later create a government for.
We gave students the sheet below, allowing them to choose their own partners. Using a sheet like this had a number of predicted and surprising benefits, here are the big three:
Self Reflection - Students were able to discuss their strengths and shortcomings in a safe environment, among chosen friends.
Group Reflection - Students analyzed the relationships within their team and identified possible issues, as well as where they may soar. It was interesting to see how students grouped themselves - some students purposefully avoided their friends!
Access Prior Knowledge - Students were forced to access prior knowledge and to discuss what they already knew about the planets and what they wanted to learn. This discussion was further enhanced by the pesky, roaming teachers asking clarifying questions and taking notes.
The sheet we used is below, as are some samples taken from students on Friday!
Group Work and Getting Started
Some of the responses...
Some of these are hilarious, others are insightful... I think the process and the discussions we video-taped were the true gold in this.
 |
| Problems with "big giant words such as the Encyclopedia" |
 |
| The "Who does more work" comment showed up on lots of these. |
 |
| Human Typewriter and has great potential in research and studies... |
 |
| This group really hit the nail on the head! This was exactly the same problem they had in our last project... Although I didn't know about the hitting! |
 |
| It's okay to laugh a lot! |
Friday, 21 September 2012
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:
- 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!
Subscribe to:
Posts (Atom)