2018 Student Book Budget: First Steps

It’s time for one of my favorite projects of the year: Student Book Budget. Every year, I reserve a part of the library budget that is under complete control by students. This budget comes from many places.  Sometimes it’s a grant and other times it is part of our regular budget.  This year their budget comes from the profit we made from book fair.  The book budget is their chance to make sure that books are added to our library that represent their interests.  They go through a long process to make sure that many voices are represented in their purchases.  Over the next few weeks, I’ll be sharing their process.  Here are some of the steps that are already happening.

First, I created a Google form application for students to apply to be in the group.  The form was available for one week for students in grade 3-5.  Every student who applied and had a genuine reason for being in the group was accepted.  Our group this year is 40 students strong and has a great mix of boys and girls.

Next, we held our 1st meetings. I met with each grade level group separately and answered all of their questions about the group. Then, in small groups or pairs, they brainstormed things that they thought we should ask on a reading interest survey for the whole school.

Then, I took their ideas and put them into a Google form survey.

I sent the survey to all of the students on the book budget team so that they could review it and decide if it matched their comments.  We made some minor adjustments and were ready for the school to be surveyed.

I sent the survey via email to our 3rd-5th grade students who each have their on device. The Student Book Budget Team was responsible for surveying Prek-2nd grade. On our 2nd meeting, we scanned QR codes to get to the survey on an iPad and went to recess and lunch to survey as many people as possible.

The students were so professional and I loved standing back and watching them work.  It truly was their project and they were taking it very seriously.

In just one day, we have already surveyed 216 students.  We will continue this process and then take the next step of looking at the results.  I love how we can check along the way to see which grades need to be surveyed more so that we have a somewhat even distribution of voices.

Be on the lookout for our next steps.  We are off to a great start.

March Madness Global Book Talk Challenge (Final)

Many votes have been cast in our global book talk challenge and we are down to our final 2 students.  Will it be Evin?  Will it be Adaline?

Take a moment to watch (or rewatch) their videos and vote on your favorite.  Share with friends, family, and your own networks.  Voting will end on April 2.

 

Vote Here!

Be sure to take time to visit the full grid of videos to watch many other incredible book talks from around the world.  The competition is fun, but the real reward is hearing from so many student voices sharing their love of books.

 

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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Reader’s Advisory: Quirky Questions and Crowdsourcing Ideas

readers-advisory-4This year, I’m really trying to think of ways to support students’ reading lives.  Recently, Ms. Hicks, 3rd grade collaborator, came to me with an idea. She wondered if I would meet with small groups of students in 3rd grade who needed some suggestions of books to read.  These students are all readers but some might be stuck in their reading, abandon many of the books they choose, need a nudge to try something new, etc.

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When I recommend books in the library, it’s always a very informal process.  I ask what students like, what they’ve read, what they are hoping to find, etc, but I’ve never formally made a list of questions to pull from.  I started thinking about Will Walton at Avid Bookshop and how he manages the Avid book subscription program.  In this program, someone buys a 6 or 12-month subscription and the recipient gets a new book in the mail specifically tailored to the recipient’s interests. I sent Will a message to see if he had a formal process and learned that he just loves to talk and chats with the person all about things they love. His questions aren’t always specific to reading, so it really got me thinking about quirky questions that I might ask to students that would help me connect them to a book.

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I initially started making a list on my own, but then I sent the Google doc to all of the media specialists in our district as well as posted to Facebook, Instagram, and Twitter.

There were many suggestions about book related questions but some interesting thoughts started to emerge.  Our list started to grow.  (Feel free to add to this document!)

  • What do you like to do after school?
  • What are some of your favorite movies or television shows?
  • What are some of your hobbies?
  • What is a book that you couldn’t stand to read?  What was it about that book that you didn’t like?
  • What kind of music do you listen to?
  • Where do you like to eat?
  • What kind of games do you enjoy playing?
  • Would you rather fly a kite (sit by a river, etc.) on a nice day or go to a big party?
  • Who is your favorite superhero?
  • Do you have a favorite series?  Genre?
  • Do you like “just the facts” or “a far out story”?
  • What are 3 books you’ve read that you loved?
  • Do you like realistic stuff or imaginary stuff?
  • Why do you read (to escape, entertainment, learn new things)?
  • What is your preferred length of book? (short & sweet, long & detailed, depends on the book)
  • If you could visit any place or time in history, where would you go?
  • Is there anything you would avoid when choosing a book? (bad language, violence, ghosts, death, etc)
  • When you come to the library, where you usually go first when looking for your next book?
  • If you could be someone else for a day, who would it be and why?
  • Who are some of your favorite celebrities?
  • What is your favorite subject in school?

Then, I took those questions and turned them into a Google form to use with students.

I decided that if 6-8 students came at a time, I could have them start filling out the form while I started having 1-on-1 conversations with them.  We settled on a 30 minute session for this survey process.  I took over the typing as I talked with them and added to what they had already written or finished the questions they hadn’t gotten to.

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I was actually amazed by some of the responses that I got from students and the insight it gave me into ways I might connect them to a book.  Some snippets of responses included:

If you could be someone else for a day, who would it be and why?

  • Mal from Descendants because she’s pretty and has purple hair. I like what she wears.
  • a wolf to howl at the moon
  • a cheetah because I want to run fast

Is there anything you would avoid when choosing a book? (bad language, violence, ghosts, death, etc)

  • kissing….love story
  • princesses
  • main character dies

 

I looked at all of the results for each student and wrote key words from the answers onto a post-it note for each student.

This helped me walk around the library and pull books into stacks for each student for a second trip to the library.  The purpose of the second 30-minute segment was to look at the stack of books that were chosen specifically for each student and really spend some time with them. Students were so eager to get their hands on their stacks that they started asking me for a sneak peek before it was even time.  My fear was that students wouldn’t connect with any book, but once again the miraculous happened.

Each student had a strategy.  Some spread all the books out and looked at the covers.  Some started reading one book and didn’t want to move to another book in the stack.  Some flipped over and read the back of each book.  Some read the beginning page of each book. What happened is that every student found more than one book in their stack of 7-8 books that they wanted to read and they were genuinely excited about their choices.

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We decided that each student would choose the “first read” from the pile and we would create a list of all of the other titles so that we didn’t forget about the “future reads”.  For all of the books that weren’t chosen, we just pushed them aside in a big stack. Something else miraculous happened.  Students who were coming into the library to check out books saw all of my small group looking at that pile of books and they wanted to check something out from the pile. Several students who always have trouble finding something actually picked something from the pile of leftover books from the small group.

This gave me a lot to think about in terms of how to support various readers.  This was a very personalized experience.  It was time consuming on my part, but it was a way that I connected with students that’s hard to do when they are rushing in and out to get a book while I’m teaching a class.  I won’t to continue to explore this and see how it can be fine tuned.

Our next step is for students to read their books during “read to self” time in the classroom and we will meet again to chat about the books.  It will be like a book club. We won’t focus on naming the characters, setting, problem, solution, etc.  Instead we’ll talk about connections we had to the characters, what surprised us, what made us laugh, what we think will happen next. It will be “real talk” about books rather than just academic talk.  I can’t wait to see how this evolves.

If you have a favorite reader’s advisory question, add it to our doc or leave it in the comments.

Student Book Budgets 2015-16: Getting Started

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For several years, I have dedicated a portion of our library budget to be completely controlled by students.  This project has come to be one of my favorite ways of empowering the voices of the students in our school.  It’s so much more than just asking students what they think I should buy for the library.  It gives students a voice in every aspect of the decision making and purchasing process.  Each year is a bit different, so here’s a look at how we started the project this year.

Where did we get the money?

Some years our budget comes straight from my state budget.  Some years it’s part of book fair profits.  Some years it’s a grant. This past spring, I applied for the James Patterson Partnership grant where he gave $1.75 million dollars to school libraries.  I was one of the lucky libraries to receive this grant in the amount of $5,000.  This will be our budget this year along with rewards dollars that I have collected through Capstone Rewards.

How did I choose students?

This year I created a Google form and emailed it to students.  I primarily pull students from 3rd-5th grade for this project and these students regularly check their email.  I kept the form open for 5 days for students to apply.  The beginning of the form included some details about book budgets followed by a video intro.

For students who marked that they might be willing to give up some recess time to participate, I followed up with individual emails and conversations.  I accepted every student into the group unless they decided they didn’t want to do it.  I created a group of all of the students in my email contacts so that I could easily send messages to them all.  On my initial emails to the group, I included the teachers so that they were in the loop with what they were doing and why they were coming to the library instead of recess.

First Week

On Monday, students came to the library at 11, 11:30, and 12:00 depending on their grade level.  I did a quick overview of the purpose of the book budget group and the steps that we would most likely go through across the course of the project.  They also had a chance to ask questions.  Then, we jumped into the work.

Our first goal was to gather reading interests from every grade level in the school.  We made a copy of last year’s Google form.

Then, students talked about each question and whether or not they wanted to make changes to the wording from last year.  Each grade level added to and revised the form until it was ready.

They made several changes, including asking students about their preferences in types of books such as picture book, chapter book, and informational books.  They added some new categories of books and revised the language to be more clear.

During the 5th grade group, we went ahead and emailed the form out to students to begin collecting responses.  We also created a QR code so that students who were surveying younger grades with iPads could easily pull up the form.

I emailed an update to the entire group to let them know that surveying needed to begin, and they started coming in before school, during lunch, during recess, and during any extra moments of the day to start surveying.  All along the way, we could check our progress.

 

Throughout the week, I emailed updates to the group as well as sent reminders to teachers to let students fill out the survey.  We will meet one more time this week to examine our results so far and decide if we have enough data to set goals or if we need to survey more people.

I’m very proud of this year’s group already and I know they are going to do miraculous things this year!

2015 Student Book Budgets: First Steps

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We are a little late this year, but our student book budget group has finally started.  Each year, I reserve a portion of our library funding and allow students to make the decisions about how that money is spent.  This is more than just having a wish list for students to contribute to.  This is giving them complete control in every part of the decision making process.

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Each year, the groups are chosen in different ways.  This year, I made a video to show to our 4th and 5th graders to explain the project.

Then, I created a Google form that was shared with all of our 4th and 5th graders to tell why they would want to be in the student book budget group.

Aziz Coleman, 4th grade teacher, really wanted his ELT group of 12 fourth graders to be a part of the project, so all of them filled out the form along with about 30 other students.  After reading through the responses, it really seemed like everyone who signed up was genuinely interested in being in the project, so I took them all!

I created a schedule for our meetings along with a timeline of where we are going.  Over the years, I’ve fine tuned the steps that we go through, but student voice and student choice always stays at the center of what we do.

During our 1st two days together, we have focused on creating our survey about reading interests.  I made a contact group with all of the students in my gmail.  That makes it easy for me to invite the entire group as collaborators on docs that we use.  I made 2 docs.  One was a brainstorm doc for us to brainstorm possible things to ask about on the survey.  I thought it would be easier to brainstorm on a doc rather than try to do it all on the Google form.

It was amazing to see so many students working together toward one common cause.

After some brainstorming started, I gave them editing rights to our 2nd doc which was our Google form survey.  We made a copy of last year’s form, and then started using our brainstorming list to make changes.

This was the 1st time I’ve tried collaborating on the Google form.  Usually we just put it up on the board and work together whole group.  I liked seeing every student involved at once, but it was definitely messy.

I checked in with students periodically and gave them some focus.  At times, we broke the tasks up into groups.  For example, one group worked on fine tuning the brainstorm list.  Another group added questions to the survey.  Another group looked carefully at the checklist on the survey to see what needed to be added or changed.

Students worked during their recess, extended learning time, and even left to get lunch and come back.  They were excited and very focused.  There were a few students who started getting off task, so I offered that they might want to go back to recess if they felt like they had contributed their part for the day.  This was totally in their hands, and some of them took me up on the offer.

We are now in the survey process. We want to survey students at every grade level.  We will email the survey to our 3rd-5th graders since they all have a computer and we will use iPads to survey the lower grades.

 

Click here to view this year’s survey.

Since our meeting time is during a prime lunch time, we have been taking over the lunchroom with iPads to survey students.

Once we have results from the survey we will set goals based on those results and start meeting with our vendors such as Capstone and Avid Bookshop.

2nd Grade’s Black History Flipgrid Project is Ready for Your Votes!

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Our Barrow 2nd graders have been hard at work creating this year’s Black History research project.  We built upon our momentum from last year, but added many new layers.

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During the project students

Over the past 2 weeks, students have been coming to the library in groups of 4 during blocks of 10-minute segments.  During each session, I put a sign on the library door to encourage people to enter quietly.

The teachers scheduled their students on a shared Google doc, so I knew who was coming at each 10-minute interval.  This was really helpful for me to know if students really had some extra time or if they needed to finish and hurry back to class.  recording sessions

I put out a helpful list of instructions by 4 iPad stations in the library with all of the codes that students would need to get to their questions.

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Students were focused and productive as they got their work ready for the world.

Now, the students are finished with their recording and they need your help.

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They would like for you to visit their Google site and view videos about each of the 6 people.  Then, help us decide who should win the first Barrow Peace Prize.  Students decided that the person who wins should be someone who represents the following character traits:

  • Dependability
  • Kindness
  • Peaceful
  • Determined
  • Modest
  • Fairness
  • Bravery
  • Loyal
  • Honest
  • Perseverance
  • Respectful
  • Helpful

In a couple of weeks, voting will close and we will announce the winner of this year’s Barrow Peace Prize.  Thank you for taking time to view the students’ work.  If you have any comments about specific videos feel free to leave a comment or a Tweet for me to share with the students.  Also, you are welcome to share this project with other educators you know and encourage them to view and vote, too!

Visit our Google site to view our videos and vote on the Barrow Peace Prize.

Visit our Google site to view our videos and vote on the Barrow Peace Prize.

Click here to visit our Google Site and Vote!