Games have their place in education, but my students know that I tend to emphasize creation rather than consumption – especially when it comes to technology. Few “education” apps pass muster for me, but I have a feeling this particular one will be on my “Gifts for the Gifted” apps list this December.
I first discovered the magic of the Zoombinis decades ago in my 5th grade classroom. My students were enamored with the cute little creatures who needed to be guided to their new home through various levels in the TERC/Broderbund game, “The Logical Journey of the Zoombinis.” Not only was the game fun, but the logic and problem-solving that it demanded were scaffolded extremely well, allowing students of different levels to feel successful when they played.
To be completely honest, I bought a personal copy of the game, and spent many nights with my young daughter (and without her) trying to advance through the different challenges.
Unfortunately, as technology advanced, the Zoombinis disappeared from my classroom. We can no longer install our own software in our district, and I’m not sure the few games still available through online retailers would work on our newer operating systems.
I was thrilled, therefore, to see a Tweet yesterday that the Zoombinis have launched a Kickstarter! TERC is teaming up with Fablevision and Learning Games Network to release an app for tablets as well as newly designed desktop software later this year. The Pizza Trolls, the Allergic Cliffs, the Fleens, the Lion’s Lair – they are all coming back with graphics optimized for today’s devices.
To learn more about the Zoombinis Kickstarter project, click on the image below.
A few weeks ago, a few of the teachers in our district participated in a Twitter Chat. The topic was to S.C.A.M.P.E.R. Education. You can read more about the S.C.A.M.P.E.R. chat here.
After the chat, a few of the GT teachers suggested that it might be fun to try doing the same chat with our students. So, last week, we decided to try it.
I’m not sure how many schools ended up participating in the chat, but I believe there were around 13 classes. Some of us had the students respond to the teacher who then tweeted out the answers, and some of us allowed our students to group up and use various devices. It was not smooth-sailing. Here were some of the glitches:
Twitter and Tweetdeck are blocked under student sign-in in our district.
Tweetdeck kept refreshing and losing columns at the beginning of the chat in my classroom (maybe for other people, too). We surmised that this might be b/c more than one device was using the same account. However, after we refreshed the page on the 6 laptops it seemed fine.
Some of us couldn’t see each other’s tweets because some of our accounts are private. We made sure we were all following each other beforehand, but that still didn’t seem to help everyone. Fortunately, everyone knew the questions ahead of time, so even though they couldn’t all see them, they could guess by the responses which question had been asked.
Overall, it was an eye-opening experience for the teachers and the students. Most of my students (5th graders on that day) had never used Twitter and finally understood the use of hashtags. Many of them saw ideas that were new to them and got different perspectives on the topics.
For example when we went over the questions before the chat, one of my students was adamant that we should eliminate art from the curriculum. I told him that he would probably find that many people would disagree and that he would have to be able to support his viewpoint. Sure enough, others strongly argued that art is vital. This exchange turned out to be an excellent lesson on multiple perspectives as well as social media etiquette.
A student from another school suggested getting rid of free time – which caused a public outcry in my classroom. However, a few minutes later the writer explained that he or she disliked all of the time wasted when students finish work early and are just “told to read a book.” Again, another lesson on how important it is to ask people to explain themselves instead of just immediately condemning their opinions – also a lesson that the brevity used in social media can sometimes distort the message you are trying to communicate.
After all was said and done, I asked my 18 students to complete a reflection about the experience. (Yes, we did old-school handwriting b/c some of their typing can be painfully slow!) When I surveyed them, most of them gave the chat a 2 or 3 (3 was the highest). However, there were a couple of 1’s. Understandably, those students found the whole procedure to be too chaotic and fast.
Would we do it again? Yes, I think seeing different points-of-view is really helpful for my students. I’m still debating the importance of keeping our account private. I also am considering giving students the option of participating or not. Those who opt out can consider the topic in an alternative way.
I was going to title this post, “VD is Making me ADD.” Fortunately I realized that was a bad idea – for so many reasons.
Well, I kind of lied. I have been saying for two days that all of my posts this week would be about the TCEA conference I attended last week. But then one Valentine resource popped up. And then another. And I thought that some of you might actually want to learn about them before Valentine’s Day which, of course, for those of us in the U.S. who follow the Hallmark Holiday Calendar, is this coming Saturday.
Even though it’s not my favorite holiday, Valentine’s Day does lend itself to some fun classroom activities. I’ve already posted a bunch of resources. It’s kind of sad, actually, that I have more links to Valentine’s Day resources than Presidents’ Day. I think it’s a silent rebellion against working on a day that the students get a holiday…
Anyway, here are a couple more to add to the list of ways to have fun teach critical thinking and problem solving skills that are vital for standardized testing ;)
Valentine’s Day Sudoku – I have some other links to online and printable sudoku puzzles here, but these free printables are particularly well-suited for Kinder and 1st graders.
Hopscotch Hearts – I thought it would be fun for my students to use Hopscotch (the iPad coding app) to make something Valentine-y, and they have been working on their own ideas on and off for a couple of weeks. (You can see what a few of my 2nd graders have done so far here – most of them haven’t finished, yet.) Then I saw a tweet from Hopscotch about a new tutorial they just posted to make a “Pixel Art Heart.” My 3rd graders tried it out yesterday and really liked it. A few of them finished the code and then started modifying it to make the heart bigger or smaller as well as different colors. A couple of other students messed up on the code and I loved watching their peers working with them to try to figure out where they went wrong. (Because I had absolutely no idea!)
So those are my two off-task suggestions for today. I would promise that I’ll be back to the plan tomorrow, but who knows what will capture my attention between now and then?
This is going to be an awesome resource for me to use with my 4th and 5th grade GT students. I will let Richard tell you the details, but suffice it to say that it is a great way to encourage deep discussion in your class, and offers downloadable texts that you can use to tantalize your students with philosophical questions.
I plan to use this with Socratic Smackdown (which I also found out about from Richard). Socratic Smackdown has been a great success in my classroom and CommonLit will augment it even more.
You might also want to consider using some of the CommonLit themes to enrich your students’ writing if they are participating in this year’s Philosophy Slam (deadline is 3/6/15). The “Social Change and Revolution” theme on CommonLit could definitely help students determine if violence or compassion has a greater impact on society.
Last school year, it occurred to me that the empty classroom next door would better serve our campus as a Maker Space. I applied for a couple of grants to get some supplies, and my GT students helped me learn more about the new products – from Cubelets to Little Bits. They also came up with the name for the space – B.O.S.S. HQ (Building of Super Stuff Headquarters).
The goal has always been to open the space up to all of the students at our school. But it has been a slow process – which isn’t necessarily a bad thing. I’ve realized that “beta testing” B.O.S.S. with different groups has helped to refine the best way to structure the space and give students access to the materials. Without someone dedicated full-time to running B.O.S.S., there are a couple of “hacks” that I’ve made to the typical Maker Space structure to make it more successful. I thought I would list the steps taken so far in case anyone else who reads this is considering this type of venture.
This school year, a couple of other wonderful educators joined me in creating a Maker Club. It consists of 24 students, 2nd-4th grades, who meet once a week after school. We started the year making games for our Cardboard Arcade, then moved into making movies. We are currently exploring robots, and getting ready for a Robot Olympics. Finally, we will be making electric circuits for the last couple of months.
The students in Maker Club can “earn” extra time in B.O.S.S. I have opened it up one morning a week before school so the students can explore more. Maker Club members can work a morning as helpers and monitors, which earns them time to come and make. Some of them also earned time by doing a special project for me to help decorate B.O.S.S. Before the holidays, I gave out 5 shopping bags – each filled with different materials, and charged the volunteers with creating something for our B.O.S.S. bulletin board. They each had one word (Think, Make, Improve, Create, or Inspire) they had to use in their creations, but had no other rules.
So, now we are up to 24 students who have regular access to B.O.S.S., plus 24 Robotics students who are using it right now, as well as my GT students who have “leveled up” to earn time in B.O.S.S.
But that’s not enough.
My next mission is to get some other students to come to our morning B.O.S.S. time. So, I will be giving teachers B.O.S.S. passes that they can distribute at their discretion. In addition, we are going to have a monthly B.O.S.S. Challenge for the school, for which students can make something to earn time in B.O.S.S. (I’m currently looking for the best badging system to use for this.)
We are also going to have B.O.S.S. open to the teachers on our next Staff Development day so they can see what it has to offer. Then they can either bring classes to the space, or check out materials to use in their own classes.
And finally, how about geeking up your day? Check out these awesome paper circuit cards made by 7th graders! (You can find Chibitronics LED circuit stickers online, or you can use surface-mount LED’s. Copper tape and coin cell batteries will help you make the circuits.)
In the interest of disclosure, I did receive the “Wonder Pack” for free so that I could review it for this blog.
Wonder Workshop recently contacted a few bloggers to see if we would be interested in reviewing their new robots, Dash and Dot. Knowing my students would be more than happy to test out anything new, I readily agreed. Within a week, I had a package at my doorstep that included the two robots and all of their accessories.
In the meantime, our PTA had also purchased a Dash robot for our Maker Studio, B.O.S.S. HQ. This led to our first challenge – coming up with another name. When you connect your robots with the iPad, you don’t want to them to have the same moniker or confusion will ensue. So my daughter suggested the name Fitzgerald, which seems to delight my students.
Dash and Fitzgerald have made their appearances to my 5th graders, 1st graders, and Maker Club (2nd-4th) so far. I am allowing everyone to explore the robot features a bit before I start giving the students some programming challenges.
Currently, there are 4 free apps that can be downloaded for use with Dash and the small companion robot, Dot. The robots are compatible with iOS and Android – but not all of the apps work with all devices, so be sure to check out this page to find out if you have the means for controlling your robot.
The “Go” app is the first one all of the students try. It allows you to connect with the robots, do some customization of colors and sounds, and remotely drive your robot.
The “Path” app is fun for more driving and creative thinking.
“Xylo” is an app that can be used only with Dash and the xylophone, which must be purchased separately. It’s a bit tricky to calibrate the robot to play. However, once you get everything set up, there are several pre-loaded songs that can be played. Even more exciting is the ability to compose your own songs for Dash. (You can see the video of one song a 1st graders insisted on programming on his own below.) You can also direct Dash to move at certain points in the song. In essence, you can have your own little robot marching band.
“Blockly” is where your students will really be able to have fun. Using programming blocks similar to Scratch or Hopscotch, they can direct Dash to react to your voice and perform other numerous other interesting actions. Susan over at “The Digital Scoop” has already come up with some great challenges for her students to use with Blockly. You can view the first two here and here. I think Blockly is the app that will have the most sticking power with these robots with lots of potential for creativity and learning more about programming.
In addition to the xylophone, another interesting accessory is the smartphone holder. Before the break, one of my students rolled Dash around to various classrooms, with my phone attached to its head while it scrolled, “Happy Holidays” and played “Jingle Bells.”
We haven’t tested out the Lego connectors, yet. But those are bound to spark some interesting inventions, I have a feeling.
So far my students haven’t really played with Dot. Although Dot can be programmed a bit, and interacts with Dash, Dot has no wheels. You can see some ideas for Dot’s use here, but my students haven’t gotten to that point yet.
I will keep you posted with the further adventures of Dash, Dot, and Fitzgerald. I have a feeling their stories have just begun…