Announcing the 2017 Barrow Peace Prize with Flipgrid

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Our 2nd graders have been working on an interdisciplinary project since the beginning of January. The Barrow Peace Prize has become one of our favorite projects each year in 2nd grade.  Students select 1 of 6 people from history to research through online & print resources such as Capstone’s Pebble Go, write a persuasive piece about why that person represents various character traits, create art to accompany their writing, and record their work using Flipgrid. For the past two weeks, we have been inviting people to view the students’ work and vote on a winner.

Part of our tradition in announcing the winner of the Barrow Peace Prize is to connect with our friends at Flipgrid via Skype. Last year, we even had the great fortune of having Charlie Miller and Brad Hosack join us at our school for a red carpet event.

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Each year, Flipgrid enhances their product and it makes our Barrow Peace Prize videos even more powerful.  Ahead of the connection, the teachers and I select some student award winners.

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Dynamic Designers are students who create powerful art work to accompany their persuasive essays.  Outstanding Openers are students who created opening lines in their persuasive essay to hook their audience.  Prolific Persuaders are students who create the complete package of persuading their audience to vote for their person from history.  I print certificates for these students and send the list of names to the Flipgrid team to announce during our Skype.

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Also in advance of the Skype, I 3d print enough student-designed medals so that every student who researched the winner of the peace prize gets a medal.  Each classroom also gets a medal to display and the teachers create plans for how each student will have a chance to wear the medal.

When the Skype begins, the Flipgrid team gives the students a greeting and our students take time to explain the project to them.  We also take some time to look at some statistics.  I share the analytics map from Smore so that students can see on a map where people have viewed their work.

The Flipgrid team also share some statistics like how many seconds of engagement students have and how many views.  Then, we launch into awards.

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With 100 students, it is hard to individually recognize each student during the Skype, but we encourage students to consider the Skype and winner announcement to be a celebration of our collective work.  Even if  you don’t hear your name called, you should be proud to know that your voice was heard by people around the world and made an impact on individual viewers of the project.  Your voice came together with all of the other 2nd graders to create a  project that inspires.

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Joey Taralson at Flipgrid organized different members of the team to announce student winners.  Each person told a bit about what they do at Flipgrid and slowly announced each winner.  We had to take our time because of the roaring cheers and applause for each student. This was a powerful moment for us all because students really were cheering for and supporting their classmates even when they didn’t win themselves.

After individual students were announced, I introduced our student designers of the 2017 Barrow Peace Prize.

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Then, it was the moment of anticipation.  For the 2nd year in a row, the winner of the 2017 Barrow Peace Prize is…

Ruby Bridges!

We passed out 3d-printed medals to all Ruby Bridges researchers and then attempted to get a photograph of the winners from our perspective and Flipgrid’s perspective.

After the connection ended, the excitement continued as congratulations and pictures poured in from Flipgrid and Capstone, creator of PebbleGo.

These are the kinds of projects that I hope to continue to inspire in our school.  There are so many parts of this experience that I love.  Every student is involved.  Every student has a voice in the collective project. Every student gets to showcase an area of talent whether it’s writing, research, art, stage presence, design, and more. Every student’s voice reaches beyond our school walls to inspire projects in other schools around the world. Multiple teachers are involved in the success of the project from the classroom teachers to the librarian to the art teacher to the many support teachers in our school.  Finally, the company that gives us the tool that propels our voices into the world takes time to learn about, celebrate, and amplify our project.  Thank you, Flipgrid, for always supporting our work and for constantly thinking about how to empower the voices of students in bigger ways.  We look forward to next year’s project and the many projects that will develop in the future.

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Flipgrid Global Connections & the Epic 30-second Book Talk

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Flipgrid continues to be one of my favorite tools for getting student voice out into the world.  They are constantly listening to users and working to improve the functionality of this tool.  Now, in the paid version of Flipgrid Classroom, there is a section called “Global Grid Connections”.  You can establish any of your grids to be accessible to other members of the Flipgrid Classroom community. As an administrator, I can browse the available grids and look for opportunities for my students to connect and collaborate with other students around the world as well as offer my grids for students around the world to contribute to.

 

Prior to this release, I would use social media and online communities to seek out collaborating classrooms.  I’ll of course still do this, but I love that Flipgrid is taking one of the big barriers to global collaboration and trying out a solution. They are helping me push my grid out to more users so that my students have a chance to have a larger audience as well as hear from other perspectives around the world.  They’ve made it so simple to reach out and communicate with classrooms around the world.

Prepping 30-second book talks #epic #booktalk #librariesofinstagram

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Right as all of this update was being announced, Jennifer LaGarde and Brad Gustafson launched the 30-second book talk challenge.  Lead Learners and Literacy Legends submitted their 30-second book talks and a competition brackets was setup for voting.

At the bottom of the post, they offered resources for creating your own 30-second book talk challenge.  I thought this would make a perfect global connection question on my grid.  I started collaborating with Melissa Freeman in 5th grade, and all of her language arts classes came to the library to select books, read, and create 30-second epic book talks.

We started by listening to some book talks, including some vintage Reading Rainbow!

We looked at Jennifer & Brad’s tips for book talks.

Then students identified some important pieces of an epic book talk.  We constructed this sheet as a framework for our talks.

Next students chose a book that they recently finished or selected a book from the library to read.  I pulled a diverse collection of picture books, especially ones that our 5th graders might overlook because so many feel the pull to read only chapter books.  They spent the first day reading and writing their script.  Ms. Freeman, Ms. Mullins, and I all walked around and read with students as well as conferenced with them on book talks.

On day 2, students continued working on their scripts, practiced, and recorded.  We reminded them that Flipgrid has a feature to pause the recording along the way so that they could pick up a prop, turn to a page in the book, etc.  We didn’t want them to waste any of their 30 seconds with transitions.  As they submitted their videos, they began watching other people’s videos.

Now, it’s your turn!  We hope you will join us on our 30-second book talk grid.

You are welcome to add your own student voices alongside our students sharing favorite books in 30 seconds or less.  Let’s unite our student voices through Flipgrid and inspire a global community of readers.

Students as Teachers: Exploring Text Structure with Flipgrid

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At the beginning of the year, I started talking with Melissa Freeman, 5th grade teacher, about exploring text structure in the library.  The very 1st unit in 5th grade language arts starts with text structure which explores the following standard.

ELAGSE5RI5  Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events,ideas, concepts, or information in two or more texts.

Melissa was wondering how to make the topic more engaging and wondered about the possibility of a library scavenger hunt.  We really weren’t sure where to go with the idea so we kept bouncing around possibilities over email and in person. She even came to the library and worked with me to pull books out of the nonfiction section and start sorting them into stacks.

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I continued this process so that we knew we had examples of compare/contrast, description, sequence/order, cause/effect, and problem/solution.  Then, I mixed them all up.  We knew that even though we personally picked a book for a specific structure that students might find other examples of text structure within the book.  We were also excited that students would have some one-on-one time looking through some nonfiction books that they might not know that the library has.

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In one of our brainstorms, I thought about the possibility of students recording their findings in a digital way that could be shared with one another and also other grade levels. I originally thought it would be a good way for them to agree or disagree with examples that were discovered, but we expanded the idea to be a way that students could teach other students in our school and other schools about ways text can be organized.

We decided to use Flipgrid for this task.  I created 5 separate questions: one for each type of text structure.  Then, I linked them all on a Symbaloo that Ms. Freeman could share with her students via Google Classroom.

In class, Ms. Freeman introduced each kind of text structure and students started exploring books on Tumblebooks for each structure.

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Each class came to the library for a 50-minute session.  We did a quick mini-lesson to review the structures, show how to use Flipgrid, and share what we hoped students would include in their video. This included things like the book title, author, text structure, and a concrete example from the text to justify the structure chosen.  We also setup the idea that these videos could be a teaching tool for the rest of 5th grade, the school, and other schools.

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I spread the books out at tables and students worked in partners to browse the tables for a book to start with. As they discovered one of the 5 text structures, they prepared to make a video.  Students used their own computers to record a Flipgrid, and then continued exploring for their next book example.

Ms. Freeman, Ms. Mullins (gifted teacher), and I all walked around and chatted with students as they searched through books.  One of our immediate noticings was that students were guessing the structure simply based on the title, topic, or cover of the book.

They weren’t even opening the book to read the text.  While this was a great predictor of what kind of structure might be inside, students were missing the point about looking at the organization. We clarified this in conferences and adjusted our mini-lesson with each class to put a stronger emphasis on explaining.

To close each class, we showed a few of the videos and had student offer noticings about what they heard. I love that in the new Flipgrid, you can actually respond to each video response.  I showed students how the comments they were making could actually be added right onto our Flipgrid.  I also encouraged each person who made a video to think about how they might add to their original video by posting a new video as a response.

The plan is for students to continue using these Flipgrids in class to post additional examples and respond to one another. We hope that eventually there will be some strong examples that can be shared with other classes in our school as well as with schools we collaborate with.

In the meantime, it’s a work in progress.

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Exploring Chefs and Food Trucks with Cantata Learning’s Harmony Project

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We love getting involved in global projects that connect us with different careers, cultures, and people. Last year, we shared what winter is like in our community of Athens, Georgia by contributing to an interactive ebook.

This fall, Cantata Learning’s Harmony Project is called “Give a Shout Out to Your Community“.  It will feature live connections with several community helpers such as chefs, authors, doctors, and farmers.  As students learn from these live connections, they are encouraged to explore their own communities and create videos that showcase their communities.

Students can also get involved in a service learning project in their community.  All of these products can be shared with Cantata Learning on their Harmony Project page so that they can be shared with the world and we can all learn about one another’s communities.

Today, Ms. Kelly’s Kindergarten class connected with Jason De Baca who is a chef and owner of a food truck in Denver, CO.  Through a Google Hangout facilitated by Shannon McClintock Miller, we were able to go inside the food truck, see a recipe prepared, and learn how a food truck works.

Such fun learning about food trucks today with @cantata_learning #tlchat #foodtruck #googlehangout

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Ms. Kelly’s class also got to ask questions which was a very special part of our connection.  Students asked about how to become a chef, where to get recipes, where ingredients come from, what tools are used in cooking, who drives the food truck, and how much it costs to get started with a food truck business.

Jason was happy to answer all of their questions.

After we disconnected, we were able to look at a map to learn where Denver, CO is and how long it would take to get there.

Another exciting thing that happened was that a student in Ms. Kelly’s class shared that his dad owns a food truck. We hope this might lead to an opportunity for us to actually go inside a food truck or sample some food truck food.  It was also a special connection to see how food trucks are a part of our community in Athens, Georgia and Denver, Colorado too.

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This connection also allowed me to highlight our cooking and food section of the library.  This section includes cookbooks as well as books on where food comes from and how kids can get involved in growing their food.

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Ms. Kelly’s class is always dreaming up something exciting, so I look forward to what they will dream up after exploring food trucks with Jason and Cantata Learning.

Take a look at our whole connection.

Athens, GA & Seodaemun, South Korea: A Global Art Collaboration

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In June 2015, the mayors of Athens, GA and Seodaemun, South Korea signed a Memorandum of Understanding.  This MOU calls for both cities to exchange leadership programs in private and public sectors that promote economic development.  That basically means that our cities have a friendship to exchange ideas.

 

As a part of this collaboration, the 2nd graders at our school are engaging in a collaborative art project with students in Seodaemun.  This has been an exciting and challenging undertaking for our students and teachers, but it has been full of rewarding experiences.  The classroom teachers, art teacher, and media center all supported the students at Barrow in carrying out the project.

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In class, students read the book Same, Same but Different by Jenny Sue Kostecki Shaw.  This set the stage for students thinking about how our city of Athens is the same as Seodaemun and how it’s different.  My wife, Denise Plemmons, in the Athens-Clarke County Economic Development Department, shared several websites with us to learn more about Seodaemun. I added some additional sites for students to visit that included resources from our state-funded Galileo databases. These were all housed on a Symbaloo page for students.

Teachers paired students within their rooms to research and create art together.  Students used a Venn diagram to write brief notes on what was the same and different between our cities. For example, students learned that we have an arch at UGA and Seodaemun has an arch at Independence Park. They saw that we go to school for 7-8 hours per day and Seodaemun may go up to 16 hours per day.  Research was done in the library, and prior to letting students search on their own via the Symbaloo, I provided some tangible examples like these to put into the diagram.

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The research was a challenge.  One reason was just the lack of resources on a 2nd grade level. The other big challenge was that students are 7 and 8 years old. There are currently studying regions of Georgia, so adding in a country on the other side of the world was hard to grasp within that context. We found that some students thought they had been to South Korea when in fact they were thinking of South Carolina. It may seem humorous, but it was valid conversation that we worked to clarify in the library, art room, and classroom.

After an hour-long session of research, students took their work to Ms. Foretich in the art room.  They used their Venn diagram to decide what art they would create that would show something that was the same or different between our cities.  One of the partners painted the Athens side of the art, and the other partner painted the Seodaemun side.

2nd grade artwork preview; studying South Korean culture. #barrowbuddies #barrowschool

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More 2nd grade artwork featuring South Korean culture. Come see the display on Sept 12. #barrowschool #barrowbuddies

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In classrooms, teachers continued to share maps and facts about our two cities. Mrs. Yawn, the 2nd grade team leader, worked to plan a morning of rotations for all of the 2nd graders. Some of our students are from South Korea, so she invited the parents of those students along with support from UGA to offer rotation topics on culture, games, and food.

2nd graders learning about South Korean culture! Thanks Barrow parents for sharing. #barrowschool #barrowbuddies

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Another part of the rotations was for each class to come to the library and record a Flipgrid video explaining what each pair of students learned about Athens and Seodaemun and what they created in their art.

Students used Flipgrid to explain their Athens & Seodaemun artwork. #global #athensga #southkorea #librariesofinstagram

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Our goal is to send these Flipgrid links to Seodaemun so that the Korean students can respond back when they create their own art.

To celebrate the end of our portion of the project, the mayor of Seodaemun visited our whole 2nd grade along with members of the Athens Clarke County government.

Dr. Ellen Sabatini, principal, welcomed everyone.

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Ms. Yawn, 2nd grade team leader, explained the project to our visitors and families.

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Students shared pieces of the project that they worked on.

Student presentations on what they learned about South Korea #barrowbuddies #southkoreaexperience

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Commissioner Harry Sims spoke about how the students’ art work would now be a world traveler as it goes across the ocean to South Korea.

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Finally, Seok-Jin Mun, the mayor of Seodaemun, spoke to students about how we are all connected to one another because we are all mankind. Even though we have different beliefs or different skin color, we are all connected.

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To conclude the visit, Mayor Mun, teachers, and all guests explored the student artwork on display in the 2nd grade collaborative space.

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Mayor Mun pointed out his observations of what stood out to our students and clarified some facts from our research.

Collaborative art showing Athens GA and Seodaemun South Korea is on display. #collaboration #athensga #southkorea #global

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It was inspiring to think with him and the members of our Clarke County government about how we can continue to build upon this friendship between our two communities.

Now, our artwork is preparing to make its journey, and we look forward to seeing what our new friends in South Korea learn and draw about Athens, Georgia.  We thank the Athens Clarke County Economic Development Department for this opportunity to connect our students with our global community.

 

Make Your Mark for Dot Day 2016…Let the Planning Begin

One of our favorite times of the year is Dot Day and September 15 will be here before we know it!  It’s a day to celebrate connecting, collaborating, and creating and seeing where our creativity takes us. Can you believe that it’s less than 2 months away?

Now is the time to start brainstorming ideas for celebrating creativity and supporting your students in making their mark in the world. You can read all about this special day and sign up here.  There is a wonderful educator’s handbook that you will receive as part of the registration.

Then head over to the Get Involved…Making a Mark page to be inspired to Read, Create, Learn and Visit on Dot Day too.

There are tons of ideas on Shannon McClintock Miller’s International Dot Day Pinterest Board

In our own library, we’ve enjoyed reading lots of stories related to dots and creativity as well as connecting Dot Day to core subject areas.

Check out these examples:

  • After reading the book, Going Places, with Sherry Gick’s students in Indiana, two of our students made their mark by teaching Sherry’s students how to create a beading craft from our makerspace

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  • We’ve enjoyed countless storytimes with classes around the globe reading dot-related stories and stories of creativity including Ish, The Dot, Press Here, Mix It Up, Let’s Play, Rose’s Garden, Little Elliot Big City, and more.

For the last several years, hundreds of us have used our Google Doc as a place to make and plan lots of special connections on September 15 and throughout the week of Dot Day. When we put our minds together, we come up with amazing new ways to celebrate the day with our students.

You can add your schedule, connect with others, and start making your mark with others around the world. Check out the doc here: http://bit.ly/dotday2016 

Please include your information including name, location, grade level and subject, Twitter handle and whatever else you’d like to share.  As you start planning, add your schedule and ideas.  Others can then look at your profile and connect if they’d like to on the Google Document with you. If you have any questions, feel free to reach out and ask.

Let’s Make Our Mark on the World! Happy Connecting!

Many thanks to Shannon McClintock Miller for co-writing this post.

 

 

3D Jewelry Artists in 1st Grade Using Blokify

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In my latest collaboration with our superstar art teacher, Rita Foretich, we are crafting with 1st graders.  One of her art standards has to do with students creating a craft, which is defined as an art creation that serves a purpose.  Rita is always pushing herself as a teacher to try new things and stretch the boundaries of what kids have experiences with. Along with this standard she wanted students to work with technology and to design in 3D.  What resulted was an art project where 1st graders are designing pendants in a 3D design tool called Blokify, 3D printing those pendants, and then using them in art to create a functional necklace.

When Rita first told me about her ideas for this project, my first reaction was whether or not Blokify was the right tool.  I had made pendants and charms in other tools like Tinkercad, but I knew that Tinkercad would be very tricky to do with a 1st grade class in the time frame we had.  Blokify is very user-friendly for very early learners, but I had trouble envisioning a pendant.  I even tweeted out to ask other people what they thought.

What helped me in the end?  Tinkering.  During our book fair, I pulled out an iPad and just tinkered at making a charm.  I can’t say that I came up with anything brilliant, but I did come up with some examples to help students see. The most helpful thing was for them to be able to visualize what the hole for the string might look like.

Each 1st grade class came to the library during their art time.  Ms. Foretich started the lesson with a quick video of a Makerbot in action.

It was fun to hear students talk about what was happening in the video because at this point many of them knew that it was a 3D printer, which would not have been the case a few years ago. Then, we showed the students the Blokify program. I really didn’t go into a lot of detail, but I showed them how to zoom in and out, how to add a block, and how to change blocks.  Then, students had time to tinker at tables and get familiar with the Blokify program.

Ms. Foretich and I walked around to assist students who were getting frustrated as well as encourage students to try various parts of Blokify such as adding a row, deleting blocks, switching worlds, and switching blocks.  Tinkering looked very different this year than it has in previous years, and my hunch is that students have more experience with Minecraft now, so they make the connection to this very similar program. I saw students being much more intentional about block placement even in tinkering instead of just tapping all over the screen.

We invited students back to the carpet after their tinkering sessions and gave them the specific task of the day: to design a one-layer pendant. We showed the examples that I had made as well as samples from other classes that had already printed.

Then, students went back to iPads and started a fresh design.  They only had a short amount of work time to create their designs, and I was so impressed with what some of them came up with.  They were so much more creative than my own designs!  As each student finished we had to email the files to a central email.  I had the email account pulled up on the board so that we could see if the emails came through.  Many of them didn’t, so we were slowed down by errors.  We had to go into the outbox of the email on the iPad and resend most of the emails.  For students that we couldn’t email in time, we put post-its on the iPads so that we could email the files after they left.

Amazed at the designs 1st graders come up with for 3D pendants. #studentwork #studentvoice #3dprinting #makerspace #librariesofinstagram

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On the library calendar, I blocked off time slots for me to specifically work on prepping all of the files for 3d printing.  When you are working with over 100 .stl files to print, it’s time consuming.  I was able to put about 8 pendants on each print plate.  Each plate takes anywhere from 2-4 hours depending on how large I make the pendants.  I name each file “Pendant 1”, “Pendant 2”, etc.  Then, on a sheet of paper I write out the name and teacher of each individual pendant on the plate.  These names are also written onto Ziploc bags so that finished prints can go into the bags ready for the art teacher.

1st grade blokify charms are 3D printing this morning. #makerspace #3dprinting #jewelry #studentwork #librariesofinstagram

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I can’t wait to see how the final necklaces turn out once they return to art class.  This has been an adventurous collaboration full of challenges, but there have been many rewards along the way too.  It was especially rewarding to see some students shine at using Blokify even when they might struggle in other subject areas.

Organizing over 100 prints for art class. #makerspace #artsed #3dprinting #organization

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