Research, Collaboration and Mapmaking -- by Students

I am getting very excited about a new project I am co-planning with one of my science colleagues. We are collaborating to re-vision the unit on global warming. My colleague presented me with an idea about having the students work in small groups or pairs to examine indicators of global warming in different regions of the world. I immediately started thinking about MAPS! In particular, about how perfectly this project lends itself to the documentation of student research and insight in Google My Maps.

And so a project was born!

We've been working this week to develop the project and when working realized that all of these ninth grade students have done a project in their social studies class earlier in the year where they examined a nation in terms of HDI and the nutritional wellness of the people. The title of the project is "R U What U Eat?" It totally makes sense, then, to group the students by the countries they examined in this earlier mini-research project and have them continue to expand their insight about that region of the world.

Originally we were going to assign students to countries and provide them a short (2-4 paragraph) regional climate summary and then guide them in developing research terms so they could learn more about that country or region. Now, they have already provided that information for themselves in the research they did earlier this year in social studies. So, we are going to give them a brief reading about the indicators of climate change and they will be ready to begin researching. Ultimately, they are being asked to make a prediction about the climate health of their assigned region. This is a difficult task for ninth graders so we are providing them with this organizer for their research and guide for developing predictions:

People	Food & Crops:	Mobility & Travel:	Other:
Population	Density & Distribution:	Major Cities:	Other:
Economics	GDP:	Major Industries:	Other:
Geography	Longitude & Latitude:	Land Forms & Sea Level:	Other:
Climate	Precipitation & Storms:	Seasonal Variation:	Other:

Now, consider these combinations:

• Population Density + Major Industry + Storms = ?

When you combine the different factors from the table, what trends appear?

• Look for CAUSE & EFFECT… if _______ happens, then _________ will happen next.

Review your research and then develop your prediction for your region.

Ultimately, each group will be given a layer in a Google My Map in which they will present their research and predictions. They will be able to outline and color code regions, drop pushpins in important locations, display images and video, as well as write text (including their citations). When all of the student research and insight is compiled, the map will serve as an interactive way for students to examine the globe and compare regions by turning layers on and off. We are providing them with these questions to guide their reflection:

1. Was it difficult to make predictions, even with the information and knowledge you had? Why or why not? What additional information or tools would be helpful in making more accurate climate change predictions?
2. How important do you think it is to make accurate projections about climate change in order to take steps to reverse, mitigate, or prevent climate change? Explain your thinking.
3. What kinds of connections did you discover between climate change impacts in your country and other countries? How might humans in your environment be impacted by climate change in other environments?
4. Are any environments impacted more (i.e., more sensitive or vulnerable to climate change) than others? What characteristics of these environments make them especially sensitive to climate change?
5. What are some variables that are likely to affect the rate of future climate change? (E.g., population growth, economic development, global equity, type, and efficiency of energy use.)
6. What actions do we take that contribute to the impacts of climate change on other environments? What can we do to mitigate the impacts of climate change on other environments?

What more could we ask for in this project? We are eager for it to begin!

Professionals Can't Develop Without a Growth Mindset

Many teachers seek opportunities to intellectually enrich themselves and to expand their pedagogy. Being a life-long learner is a integral component to being a good teacher. We invest our time, talent, energy, and money in our personal and professional growth. We are intrinsically rewarded for these investments, our colleagues are enriched by the atmosphere created when the learning is shared, and our students' learning is enhanced by our risk-taking and forward-thinking pedagogy.

In order to compel teachers to continue their learning, they are mandated to attend professional development or professional learning sessions. Yesterday was election day which means that in many places it was also a day designated as a teacher professional development day. The electoral and school calendars have another thing in common: election day and the end of the first marking period very closely coincide. Which means when teachers are under pressure to wrap up the marking period with whatever grading obligations that poses for them, they are also being told to stop what they are doing and spend a day learning.

So my question is: do teachers bring to these mandated sessions the same growth mindset they bring to the voluntary ones? And for those who do not invest voluntarily in their ongoing learning, how can the mandated sessions be valuable to them? How do we grow a school culture that values professional learning in all its forms?

This is not a rhetorical question. I would love to hear people's insights. There are easy answers like the PD has to be relevant to them. It has to be differentiated. It has to be authentic with opportunities for teachers to apply the learning to their curricula. So, consider a PD day that involves choice -- several workshops based on a survey of faculty needs and the teachers can choose which to attend. Add to that sessions that include time to work with colleagues to apply learning to current student work and upcoming units and a space dedicated to practicing new technology and collaborating with colleagues practicing and applying the same new tools. Lastly, a follow-up hour of professional learning time the same week is set aside for them to work in their curricular teams to continue applying the new learning to upcoming instruction and assessment. Do you get a relevant, differentiated, authentic professional learning experience? I think so.

If some of the teachers' feedback tells you otherwise, what would you do differently? And, how would you continue to encourage your colleagues who had a positive, productive learning experience (despite the distraction of the end of the marking period and their grading concerns) to keep learning and not be discouraged by the day's detractors and distractions?

Another PD Session: Student Discussions and BYOD

I have been pondering how to provide my colleagues who attend the sessions I am facilitating with the materials and prompts that will guide their work. For the Assessment and BYOD workshop that I discussed in my last post, I decided to organize all of the materials in a Google  Site so that participants can have easy access to all of the materials.

That same day, I will be facilitating a second session on a different topic. The focus of my second workshop will be on managing classroom discussions in a BYOD environment. This is our school's first year with BYOD so it is a focus of our professional learning. Furthermore, we are also committed to increasing personalization of learning for the students. I am working to keep those two goals as threads in my workshop. I hope that participants finish the sessions empowered to harness tech for more student-centered learning experiences.

The sessions are each 90 minutes long. For discussion, I have divided the time into two segments. In the first segment, we will examine whole-class discussion protocols; in the second segment, we will consider student-managed small group discussions. Participants will be immersed in the discussion protocols were are examining and use the technology that students can use to support and document their interactions and reflections.

Agenda for the Whole Class Discussion segment:
(Rubric)

Round 1

• Select volunteers to chat in the fishbowl
• Review Fishbowl Norms: only those in the center can talk; all participants can contribute to the chat room.
• Everyone will join TodaysMeet chat room and see this greeting: "Welcome to the chat! Enter your comments here. Remember you are limited to 140 chars. Talk to each other by using @ protocol. I am @JackieW"
• Watch this Michael Jordan commercial

• Discuss: “What is a growth mindset, and why do I need one? How can my students develop one?”

Round 2

• New group goes into fishbowl
• New question introduced into chat: What does it mean to describe an assessment or classroom experience as "authentic”?

Closure:

• Everyone post “big takeaway” in the chat; start post with BT
• Archive chat transcript as a Google doc; share for reflection
• Demonstrate Ctrl-F, search for user name to see where posted

Questions for Reflection:

• I used to think... and now I think...
• If I had been in the fishbowl I might have said...
• One thing I wanted to say but didn't was...
• The most important understanding I am taking away from this discussion is... and it is important because..
• The most insightful comment I heard today was... and it was insightful because...

Agenda for the Small Group Discussion segment:

Discussion Protocols:

• Each group member has a different role
• For each role, there is a padlet or slide for collecting ideas
• Readers populate the padlet or slide assigned to their role
• Readers can draw upon the postings of classmates when discussing in small groups

Reading Roles: (text: In the Beginning... Was the Command Line, "MGBs, Tanks, and Batmobiles" by Neal Stephenson)

• Questioner: what would you ask the people in the passage if you could? Why?
• Connector: of what are you reminded when you read this passage? (book, movie, tv, current event…) Why?
• Wonderer: what do you want to know about this situation? Why?
• Predictor: what do you think the outcome of the conflict will be? Explain.
• Passage Picker: select the passage you think is key to understanding the text. Explain its importance.

Jigsaw:

• Assign everyone in the group the same role
• Read and share ideas
• Collect ideas on a padlet assigned to their role
• Rearrange groups so that each new group has someone from each role
• Discuss

Asynchronous Discussion Extensions:

• Students can post to a blog with their understandings derived from their reading role
• Students can Skype or Google Hangout with other students discussing the same issue or topic

Instead of another Google Site, for the Discussion session I created a series of Padlets. This way, there is a materials reference for participants to follow as the session unfolds, a collection of resources to which they can return after the session. And, if anyone attends both sessions I am facilitating, s/he also sees different technology being modeled for activity management and materials delivery.

Shift the pedagogy and model assessments

It doesn’t matter how much tech you throw at teachers -- they will do what they have always done unless first, the school builds a vision that using the tech tools can support. And, if the vision can be achieved without the tools, then the tools won't be used. Nothing will change.

A well-defined, understood, and accepted vision will force a shift in pedagogy. All the tech tools and access in the world is irrelevant if nothing is changing in the educational process. There is nothing all that transformative about transitioning from print to digital textbooks if teaching and learning is still being driven by the text. When a veteran teacher laments, "my students just aren't learning like they used to" that teacher is speaking a profound truth. The truly progressive response to that truth is to learn to understand how students are learning now and teach the students who are in the room, so to speak. Adjust your teaching to match how students are learning. We must stop expecting digital age students to learn like their pre-digital predecessors. That is no more possible for them then it was for me to learn without television.

And it is unfair.

Students deserve to learn in the modes and through the experiences that reflect their world and what it will become. Their learning and assessment experiences must be authentic to the digital age. The products of their learning should be shared with a global audience - not just work they do for the teacher. They should be taught and expected to be empathetic communicators of what they know and what they want and need to know. When they communicate they need to know that the members of their audience have had very different life experiences and the effectiveness of their communication depends on the degree to which they appreciate those differences.

Teaching with tech is about innovating HOW we teach. Until we do that, all the BYOD and 1:1 initiatives we undertake will remain underwhelming.

Here are some assessments I have created that I think are authentic, involve critical thinking, and collaboration. They require tech tools and access to be created, but the tech is not the focus of the exercise, it supports the learning.

Science Assessment (Board or Card Game)

Demonstrate knowledge of the structure and function of a cell

The Process:

1. Start with a game you know and like and unpack it
• What is the objective of the game?
• What strategy or skills are required?
• What background knowledge or experience is necessary?
• What materials are included? (Don’t forget about the directions!)
• How many players can participate?
• What obstacles do players encounter?
• Do you play against the clock? Against other players? Something else?

2. Consider your content
1. How can a player show mastery?
2. What are the parts of the whole?
3. What obstacles can a player encounter?
4. What symbols related to the content can the game include?

3. Tech tools
1. Brainstorm in Google docs
2. Plan your board and/or cards in Google Slides or Draw
3. Go for broke: make your playing pieces with the 3D printer

Literary Assessment (Travel Poster)

Show how setting can function as a character in literature

The Process:

1. Start with a poster about a place you have been and unpack it

1. What is the goal or overall message of the poster?
2. What words are used to convey the message?
3. How are images and color used to convey the message?
4. What is enticing about visiting this place? How does the poster make that clear?
5. Having been to this place, what would you add to or remove from this poster?

2. Consider your content
1. Where is the story set? (start big: country; then narrow it: city, town, street, building, room)
2. What is the mood of the setting? How does being there make you feel?
3. How do you get to this place? Is anyone allowed there?
4. Consider your senses: what would you see, taste, touch, hear, smell in this place?

3. Tech tools
1. Brainstorm in Google docs
2. Image search online or use phone to take pictures
3. Use Google Slides or Draw, Canva, Adobe Spark or some art program to layout your poster

Math Assessment: (Memes)

Show the connection to a key math theorem, equation, or principle to a real-world situation

The Process:

1. Start with a meme that you find interesting; be sure it has people or references that are familiar to you

1. What is the goal or overall message of the meme? What essential truth does it illustrate
2. What words are used to convey the message?
3. How are images and color used to convey the message?
4. If a person is depicted, what do you need to know about that person to understand the meme?
5. How do the words and images work together to deepen the message?

2. Consider your content
1. What is your equation? What is the essential truth it represents?

1. 
   

1. ax+by+c=0
   
2. A=½ BxH
1. What place, object, or person can also represent or experience this truth?
2. In what sticky situation will people find themselves if they don’t understand this principle?

3. Tech tools
1. Brainstorm in Google docs
2. Image search online or use phone to take pictures
3. Use Google Slides or Draw, Canva, Adobe Spark or some art program to layout your meme

World Language Assessment: (Superbowl Commercial)

Rebrand a country in which the target language is natively spoken to improve its global reputation

The Process:

1. Start with a notable, memorable re-branding campaign (think Eminem and Detroit)

1. Find the ad on YouTube
2. Who is the audience?
3. What behavior is the ad trying to prompt? (What do they want the viewer to do?)
4. What attitude are they trying to change or create? (What do they want the viewer to believe?)
5. What do they want the viewer to repeat to other people? (tag line)
6. What is the overall message?
7. What attitude is being changed or created? (What do they want the viewer to believe?)
8. Who is the spokesperson? What impact does he have on the message? Does the ad work even if the viewer doesn't recognize the spokesperson? Explain.
9. How does the soundtrack work? How does it work with the spokesperson?

2. Consider your content
1. What is current perception of the country you are studying? Why?
2. What about your country do people with this perception not know?
3. Who represents your country positively?
4. What new message do you want to convey? Does it work in your target language and English?
5. How will non-speakers understand the message? Can they repeat it?
6. What new associations are you trying to build?
7. How can the soundtrack work to enhance your message?
8. Will you use humor? Horror? Tug heartstrings?  Hit with facts? What thoughts or emotion will each evoke from your audience?
9. Will you use Metaphor? Symbols? To what end? What will they make your audience think or feel?

3. Tech tools
1. Brainstorm in Google docs
2. Consult music websites and YouTube for audio files or use digital tools to create a soundtrack
3. Moovly, PowToon, iMovie can all be used for video composition
4. Students can use phones to record video and the green screen in the library

Health Assessment: (Song Parodies and Music Videos)

Explain the clues that someone is experiencing violence in a relationship and how to help

The Process:

1. Start with a song that tells a story

1. Find the lyrics to the song
2. What is its structure? Does it have a chorus? A repeated refrain?
3. What is the tone of the music? How does it enhance the story?

2. Consider your content
1. How can a story teach this lesson?
2. What are the clues you need to highlight?
3. Can you write a dialogue that will highlight these relationship issues?
4. Is there a common refrain that suits this situation that work in your lyrics?
5. Remember, you are only bound by the original melody
6. Consider creating the music video that goes with your song parody

3. Tech tools
1. Brainstorm in Google docs
2. Consult music websites for lyrics
3. YouTube will have audio files for rehearsal and karaoke soundtracks
4. Moovly, PowToon, iMovie can all be used for video composition
5. Students can use phones to record video and the green screen in the library

Civics Assessment: (Movie Poster and Video Trailer)

Illustrate the process by which a bill became a law

The Process:

1. Start with a poster about a movie you have seen and unpack it

1. What is the goal or overall message of the poster?
2. What words are used to convey the message?
3. How are images and color used to convey the message?
4. What is potentially exciting or informative about seeing this movie?
5. Who had a hand in the creation of this movie? (producer, director, soundtrack, cast, etc.)

2. Consider your content
1. What are the steps in the process of a bill becoming a law?
2. Who can claim to have had a hand in the creation of the law?
3. What were the obstacles to this law’s passage? How can that drama be conveyed?
4. What slogan can represent the saga of this bill becoming a law?
5. What images can capture the impact or importance of this new law?
6. As an extension activity, students could make the movie trailer about this bill.

3. Tech tools
1. Brainstorm in Google docs
2. Image search online or use phone to take pictures
3. Use Google Slides or Draw, Canva, Adobe Spark or some art program to layout your poster