Bringing Books to Life with Flipgrid

What happens after the cover of a library book has been closed? What thoughts and connections does the reader continue to think about? How many people have experienced this story and what would they say to one another?  These are the questions that a group of 3rd and 4th graders asked as we continued to think about how we share books with one another and build a reading community in our school.

We’ve tried several ways of sharing books this year, and this time we decided to create a digital way for people to continue the story after the pages of the book are closed. Using Flipgrid, we would create a topic for a book and leave the link & QR code in the front cover of the book for other readers to share their thoughts and experiences with the book. Since we were just coming to the end of November and Picture Book Month, we decided that we would focus on picture books for this project.

Session 1

Each 3rd and 4th grader in the group chose one book from our picture book section to read. They spread out around the library and had time to enjoy their book by themselves.  As they finished, they began to think about what they might say to someone about the book beyond just a summary. We talked about how in a book club there would be discussion questions where people would share wonderings about the book, connections to their own lives, and books that this book reminded them of.

Some students began to write out a script of everything they would say while other students decided to just make a list of talking points. I also made an example video for them to watch to see one way they might talk about the book they read.

As students finished their script/talking points, they practiced what they might say.

Session 2

Since we wanted each book to have its own Flipgrid topic, it meant that students had to create the topic within the admin panel of my Flipgrid account. They certainly could have created the video in the camera app on the iPad and then let me upload the video myself, but I wanted them to have ownership of starting the conversation. Ahead of students arriving, I logged into my Flipgrid account on multiple computers and pulled up the “Living Books” grid in the admin panel.

On the big screen, I modeled for students how they would click on “Add new topic”, fill out the details such as title/prompt/recording time, and how they would click “record a video” to make the opening video for their book. I also told them they could not go anywhere else in my account other than this screen.

Students picked up their books and continued where they left off in session 1. When they were ready to record, they got a computer with my Flipgrid account already pulled up, filled out the prompts, and then lined up at various rooms around the library for their turn to record in a quiet space. We used my office, makerspace storage, equipment storage, and a workroom for recording.

As students finished, they finalized their topic. If there was time, I went into the topic and turned on a guest QR code and link that we could paste into Word and print.  Most of this step happened after students left. As each QR code and link were printed, we taped them into the inside cover of the book using book tape.

Session 3

During our final session, students brainstormed how we might advertise this collection of 30 books to the rest of the school so that Flipgrid conversations begin. Our hope is that this space will become a digital conversation about the book between its numerous readers. There were many ideas for advertising the project: BTV announcement, a special display, shelf talkers to show where books were located, posters with pictures of the books, a flyer to send home, and more. When we return from winter break, we will implement some of these ideas.

With the rest of our time, students had an opportunity to test out the QR codes to make sure they were working. They also really wanted to hear about the other books. After they listened to 4-5 different topic videos, they chose one book to read and record a response.

You can listen to a few of the topics here and here and here.

Next Steps

I love watching this group grow as readers. The 4th graders that began this book club community last year have come up with so many ideas and they aren’t done. When we return from winter break, we will get the conversations started with these living books and hopefully encourage other students to create topics for even more books.

They are also very curious about starting a podcast about authors, illustrators, and the books they are reading. I went to a podcasting session at AASL so we have some ideas brewing.

Cloudy with a Chance of Meatballs Weather Reports

Back at the beginning of the year, I worked with first grade on weather reports using our green screen.  They learn lots of weather vocabulary, look at meteorologist reports, and create their own weather reports. When we were planning that idea, we talked about how it would be fun to look for books that feature some type of weather that kids could report on. Our minds were first on Cloudy with a Chance of Meatballs, but my mind continued to think of other books we could use as well. We ran out of time during quarter 1 to incorporate this idea, but the first grade team continued it into quarter 2.

The teachers decided to focus on Cloudy with a Chance of Meatballs. Students created images featuring the weather of Chew and Swallow. Then, they wrote out a weather report for what was falling from the sky. In class, they practiced reading over their work before they came to the library to film.

My preference would be to film in small groups, but our limited time before the holidays prevented that from happening. Each class scheduled a 30-minute block. A collaborating teacher came with the class so that we could split the class up. I pulled 5 students at a time to take to the other side of the library to the green screen while the collaborating teacher read aloud some stories with the remainder of the class. As I finished with one group, the classroom teacher helped transition kids from green screen to storytime and bring a new green screen group.

Our first step at green screen was to take a picture of each student’s artwork so that it could become the background image for the weather report. Next, students took turns coming to the green screen. We put their image as the background and faced the iPad toward them so they could see where various pieces of food appeared in their image.

They had practiced pointing to the parts of the weather as they reported, but some students forgot this piece while they were filming. We used the Do Ink green screen app on the iPad to film everything. Students left their piece of art with me so that I could use it to more easily add their names to the videos.

I plugged the iPad into the computer and uploaded each video to my Youtube page. I made a playlist for each class so that teachers could easily share the videos with families.

We have lots of room for improvement.  I would love to work more on the quality of the videos so students could be heard better. If we weren’t so rushed to film, then students could do a practice round and then film so that they could point to more parts of their images. I would also love to incorporate more books with weather instead of just focusing on one book. I’m so glad that the 1st grade team tried this out this year, and I can’t wait to see what we can add on next year.

 

2018-19 Student Book Budget First Steps

One of my favorite projects of the year has started. Our student book budget group is a group of 3rd-5th grade students who volunteer their time to decide on new books for the library.  This project has been a part of our library for several years. Each year, we make some adjustments to improve the process and make sure student voice is heard. Over the course of December and January, students in this group will survey the school on reading interests, develop goals, meet with vendors, develop consideration lists, place a book order that meets a budget, process new books, market new books, and enjoy reading the books they have selected.  It’s quite an undertaking, but something I cherish every year.

Step One

I created a Google form application that was emailed to all 3rd-5th grade students. In the application, I linked to a video that explained the project to students. Some teachers played this video for the whole class. Other teachers simply reminded students that applications were open. We made announcement reminders on our morning broadcast for students to apply.  Applications were only open for one week.

This year, I wanted students to make a commitment up front to stick with the project from beginning to end. I made this one of questions to help me decide who to accept into the group. I generally accept every student who applies, but if students weren’t willing to commit to the time the project takes, then I knew they might not be the best choice for the group. I knew I could at least talk in person with students who said no/maybe so that we could clear up expectations and requirements.

Step Two

Once students were chosen, I announced our team on the morning broadcast and communicated with them and their teachers via email. We have 25 students on this year’s team. Our routine schedule is to meet on Tuesdays and Thursdays at 11:00 for 3rd grade, 11:30 for 4th grade, and 12:00 for 5th grade. This time is taking the place of our open makerspace time during December and January.

During our first meeting, students thought about what they might put on a survey about reading interests. They started by doing a walk around the library and seeing what they noticed about the shelves. For example, they saw how empty the dinosaur, fun facts, and ghost section was. They noticed that we have a lot more humor chapter books than they realized.  We used these noticings and last year’s survey to create a new survey.

In the end, they mostly kept the survey the same with a few small changes.

Step Three

I emailed the survey to all 3rd-5th graders who have their own computer and let teachers know the survey was available. At our 2nd book budget meeting, each grade of students took iPads to the lunchroom and surveyed as many PreK-2nd grade students as possible.  Each time the survey was submitted, it sent the data to a spreadsheet and summary so that we could see which grade levels weren’t as heavily represented and we could begin to set goals for our purchasing.

Step Four

At our 3rd meeting, we checked in on our data to see what else we needed to do.  We noticed that we needed more 4th and 5th grader voices, so we surveyed some of them at recess and made a final plea to teachers to give them time to take the survey in class.

We also used the 3rd meeting to go ahead and notice what the data was telling us so far.  Each group noticed that in picture books the top requests were humor, jokes, graphic novels, and sports.  In chapter books, the top requests were humor, sports, and mystery. In informational, the top requests were fun facts, cooking, ghosts, and animals/dinosaurs.

Students compared these results with what they noticed in their walk around the library. They saw that things mostly matched, but the biggest difference was the humor chapter books.  People are asking for more, but we have so many that aren’t getting checked out. This is a point they are considering so that they really focus on what they think people will actually read.

Moving Forward

Now, we are wrapping up our survey and firming up our purchasing goals so that we can start meeting with booksellers.  We already have appointments with Jim Boon at Capstone and Gret Hechenbleikner at Gumdrop to look at their products. We’ll continue to update our progress along the way.

 

 

Meet the All New Flipgrid! #flipgridfever

The all-new Flipgrid is here! We’ve been teased for months with what improvements were on the way to this already phenomenal tool, and at a live stream announcement, the details were released.  If you are new to Flipgrid, there’s no better time to get started than now. At it’s core, Flipgrid is a tool that allows you to post a topic and have students respond with video that is instantly uploaded to one location. It gives every student in class an equal voice and makes it easy for the teacher to share those voices beyond the walls of the school. 

Today Flipgrid announced that more than 100,000 educators and more than 5,000,000 students use Flipgrid across 141 countries.  In addition, a new Flipgrid video was shared every .48 seconds of every minute of every day since Jan 1 of 2017.  Today more than 1.2 billion seconds of video have been shared by students and educators on Flipgrid, representing more than 38 years of student voice.

Here’s a look at many of the latest features.

Multiple Platforms in a Topic

As you construct a topic for your students, you can now embed Youtube or Vimeo videos or upload a high resolution image, link to a website or document, or include an emoji or GIPHY.  These new features make topics more engaging for students, hook students into your topic, and personalize the experience.

Personalization of Responses

There are several ways students can enhance their response videos. One is by adding drawings or stickers to their profile picture. Each of these features can be turned on or off in the admin panel, but allowing them gives students a chance to show off their personality without affecting the quality of their videos.

Another is the ability to pause the video during a response and flip the camera to show different perspectives or props for a response.

Students can also add a title or linked file to their response which can give a bit of clarification, background story, or a hook into their response.  Searchable hashtags make finding connecting responses a breeze.

Reactions

Students have always had the ability to “like” or “heart” a video.  Now Flipgrid offers additional forms of reactions.  A light bulb signifies a bright idea. A thinking emoji is for a response that made you think. A rocket means your response was out of this world and went to another level. Finally, (and sure to be a popular reaction) the mic drop is for a response that is just mindblowing.  I can’t wait to see how students and other viewers use these reactions. I can imagine this becoming a way to build community to encourage peer and self evaluation of responses. Reactions are in your control as the administrator and can be turned on or off.

Sticky Note

Have your students ever had to toggle between multiple tabs to record a video and read from a script. Now, Flipgrid has a sticky note that allows students to type their script or notes and see them while recording.

Integrations

In education we use many platforms. Flipgrid now integrates with multiple platforms including Google Classroom, Canva, Edmodo, Blackboard, Moodle, Sway, WordPress, Powerschool, Schoology, Brightspace, OneNote, and Teams.

Feedback

Flipgrid recently updated to include a rubric for giving students feedback on performance and ideas. This option still exists, but now in Flipgrid Classroom you can customize the kind of feedback that you can offer to students. You decide the criteria and the minimum and maximum points available.

Topic Customization

A relatively new feature in Flipgrid is the ability to freeze a topic so that it is still visible but students can’t add responses.  Now, you can establish a date for a topic to automatically freeze without having to go in and freeze it manually. Flipgrid One users can now offer students a 15-second response option and Flipgrid Classroom users can now extend responses up to 5 minutes. Teachers can consider what time students need to fully answer a topic without compromising the quality of their responses or they can challenge students to be more concise with their words.

Response Community

As students receive responses to their videos, profile pictures of each response appear at the bottom of the original student’s profile picture. This allows the student to easily see that he/she has a response, but it is also a visual representation that their is a community of conversation around a response.

Better Access for All Learners

Now Flipgrid has a built-in QR reader in the mobile apps, so getting to the latest topic is just one scan away. Our youngest learners won’t be slowed down in sharing their voice with the community.

Dashboard

The administrator dashboard keeps getting useful updates for educators. Now, you can easily see which videos you still need to view. You can also see badges you’ve earned such as Flipgrid Certified Educator. There’s a helpful summary of all of your grids and activity with a graph showing dates of peak engagement.  Flipgrid even has built-in tweets to share your achievements or fun facts about your engagement.

Flipgrid is always evolving because they are a company who listens to their users. Each new release brings enhancements that make Flipgrid more personal for users and continue to empower the voices of every person who takes time to leave a response. Enjoy these new features, keep suggesting new ones, and expect that in the coming months there will be even more features to enjoy from Flipgrid.   Continue to engage with the Flipgrid community on Twitter using the hashtag #FlipgridFever and checking out the news on the Flipgrid blog.

 

Kids Can Code with Osmo Coding

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We love using Osmo in our library for makerspace opportunities, centers, and lessons with multiple grades. We’ve had Osmo since it first came out. If you aren’t familiar, Osmo is an attachment for iPad that comes with a base and a mirror that attaches over the camera. There are 5 apps that are used with Osmo. Tangrams allows users to build figures with real tangrams that are recognized on the iPad app through the mirror attachment. Numbers allows users to use both numerals and dots to create different combinations that equal a set number. Masterpiece allows users to draw on paper outside the screen by following tracing lines on the screen. Words allows users to look at a picture and spell a word with letter tiles based on the image. Finally, Newton allows users to create angles to make falling balls bounce and hit a target.

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Recently, they released their coding set.

It’s summer for us, so I haven’t had a chance to use the set with a class of students. However, I was able to hand the set to my 6 year old daughter to see how well she could use it straight out of the box. It didn’t take her long at all to figure out how to snap the various coding pieces together in order to get Awbie, the strawberry-eating monster, to find his strawberries and earn seeds to plant.  Osmo coding has several built in tutorials in the beginning to show users which pieces to put together and as the game progresses, there are signs in the game that show how to add together more complex code. One thing I love is that there isn’t just one right answer. Kids can snap together small or large amounts of code to see what happens without being penalized. They can safely advance the character one space at a time or experiment with making Awbie move multiple spaces by snapping on a number.

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After a few sessions of using Osmo coding, Alora decided to make a quick video to show off the pieces and how they work.

I will say that Osmo Coding has some glitches to work out. Sometimes when you press the run button, Awbie does not do what you have in front of him. Sometimes he’ll only move one space even though you have multiple commands lined up. Other times, you press the run button multiple times and he doesn’t respond at all. However, even with these glitches that I’m sure will be worked out in future updates, the game is engaging and easy to use. It’s a tangible way to introduce block coding to our youngest learners, as well as older learners too, and build up to online coding in other block coding programs.

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I can’t wait to get more sets of coding and explore block coding with our earliest grades in the fall.

Osmo can be purchase at https://www.playosmo.com/en/ with prices ranging from $75-$145 per set.

Celebrating Poetry Through Book Spine Poems

book spine poem

One of our favorite kinds of poetry to create each year is book spine poetry. It is a kind of found poetry where the words found on the spines of books create the lines of a poem. Every 2nd grade class came to the library for a one-hour session to create book spine poems individually or in pairs.

To begin our time, I briefly explained found poetry and then told a story about how I created my own book spine poem. The story was meant to serve as a model for how students might craft their own poem, but they certainly didn’t have to go about the process the exact same way as me.

I started in the everybody section of the library and started reading the spines of all the books on the shelf from the beginning. I was looking for a title that jumped out at me as a starting place. I happened upon Quest and Journey by Aaron Becker. I loved how those two words sounded together and I decided to start looking for titles that seemed to go with those two words, which meant looking for titles that were about traveling in some way. I passed by many titles that didn’t fit, so I left them on the shelf without pulling them off. I continued this process until I had found I Took a Walk, In My Dreams I Can Fly, and Goin’ Someplace Special. I also had the book The Ride but I decided that I didn’t like the sound of those words with the others in my stack so I put that book back on the return cart. Next, I tried several ways of arranging the books until I had a sequence I was happy with. After practicing a few times, I recorded my poem with my phone and uploaded it online to share with the world.

After my short story, we went back through the steps and put them into a concise list on the board for students to reference. Then, students got to work. They wandered the shelves looking for that first book and then went from there. As was expected, some of them found their own strategies for creating the poems. Some struggled with finding that first book. Some wanted the support of someone walking with them to look for books. The teacher and I wandered around too and talked with individual students until they started reaching the recording phase.

Once students recorded using an iPad, they brought the iPad to me and we immediately plugged the iPad into my computer and uploaded to Youtube. They also went to the teacher to take a photograph of their book stack that could be printed and put into their poetry books they are creating in class. All books that were used went onto a cart parked in the middle of the library, and students were welcome to read those books while they waited on classmates to finish.

When students finished, I pulled all of their work into Youtube playlists which I emailed to teachers to share with families. We concluded our time by sitting together and snapping for each poem on our playlist. I hope you’ll take a moment to listen to, enjoy, and snap for the poems from each 2nd grade class.

3D Jewelry Artists in 1st Grade Using Blokify

art jewelry

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.

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.

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.

American Symbol Research in Kindergarten

Students in 2 Kindergarten classes have been hard at work researching American symbols as part of their social studies standards. Doing research projects with the youngest learners in our school doesn’t look like it does in the upper grades. We think about what some of the biggest barriers might be for our young creators and put pieces in places to support students in getting over those barriers.

First, students chose one of four American symbols to research: American flag, statue of liberty, liberty bell, and bald eagle.  In the library, we introduced students to a graphic organizer for collecting 3 facts about their chosen symbol. I learned from another Kindergarten teacher a few years ago during research to set an expectation that allows all students to succeed or exceed during the first research session. We asked students to have a goal of writing at least one fact during the first work session, but if they still had time, they should keep going.

research 1

Students used Capstone’s PebbleGo for their research. We love this database for many reasons but mostly because it breaks information down into manageable pieces and reads the text in a human voice for students. I modeled for students how to listen to a portion of the text and then think about what they had learned by listening. Then, we talked about what we would write on our organizer. This modeling was done with a different American symbol than the one students were researching.

At tables, I setup computers for students to use in pairs. We chose pairs because it gave students one more source of support as they worked. Also at each table, we tried to place an adult for support. The teacher, classroom paraprofessional, and me all worked at tables. If a parent volunteer or student teacher was available, they stayed at the 4th table. Otherwise, the adults took turns checking between tables.  We found that we had to continue modeling for students how to listen, ponder, and then write rather than just copying a sentence off the screen. However, some students still chose a sentence to copy.  All students left with at least one fact but many left with 3 or more.

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After this initial work session, students continued their research in centers in the classroom.  Then, they returned to the library for another work session in small groups. Each group came for 15-20 minutes. We did a short tinkering session with Chatterpix Kids to see how you can take a picture of something, draw a mouth on it, and then record that picture talking. Ahead of time, I chose creative commons images of the symbols for kids to use for their pictures. Rather than having every student create their own Chatterpix, each group created one Chatterpix video with the iPads. Each student chose one fact from their research to read.

Before recording, students chose their fact. We decided the order students would read and practiced a few times. Students helped take the picture of the symbol and draw the mouth. Then, we pressed record and passed the iPad to record. If we needed to record a few times, we did. Then, we uploaded our videos to Youtube and created a playlist to share with the class, families, and you.  I hope you will take a moment to listen to their work.

I love building foundations of research in our early grades and seeing where these students end up by the time they are in 5th grade. We have a lot of work to do, but we celebrate the work of these Kindergarten students and what they have created.

Ms. Lauren’s American Symbols:

Ms. Boyle’s American Symbols:

Winter Design Challenge Using Blokify and 3D Printing

Blokify Design Challenge (5)Our open makerspace on Tuesdays and Thursdays is taking a break while UGA is having finals and winter break.  However, the demand to use the makerspace doesn’t disappear just because UGA is on break.  I decided to have a design challenge makerspace on two days and feature the Blokify app and our 3D printers. Since 3D printing takes a long time to complete, I decided to create some rules to help us out with the number of pieces we would need to print in a short amount of time.

Blokify Design Challenge (12) Blokify Design Challenge (11) Blokify Design Challenge (8)

Rules:

  1. Design a winter symbol.  Any winter holidays or winter objects could serve as inspiration
  2. Design in 1 layer.  The more layers we have, the longer it takes, so we want our designs to be 1 layer only.
  3. Use Blokify to design and don’t worry about the colors of the blocks since your print will be whatever filament color we use.
  4. All blocks need to be connected so that your design prints in 1 piece.

Since Blokify uses blocks to design in 3D, I found some 8-bit winter designs to serve as inspiration for student winter designs.  I blocked off six 30-minute time slots on the library calendar and made a Google doc for teachers to sign students up.  I shared it with all teachers and encourage them to let any interested students come.  There were 8 slots in each time block.  It didn’t take long for the slots to fill with Kindergarten, 1st, 3rd, 4th, and 5th graders.

During each session, I gave a very quick intro to Blokify and shared the 8-bit winter designs to consider.  I went over the rules as well, and students jumped onto the iPads to work.  It was a short amount of time to design something, so I told students not to panic if they didn’t finish a design.  As usual, students began looking at one another’s work for inspiration and helped one another with Blokify tips such as how to zoom in, delete blocks, or change the view.

It was fun to see what some of the students came up with and which students naturally gravitated toward this type of design because of their previous experience with block tools such as Minecraft.  We had Santas, a menorah, Christmas trees, snowflakes, reindeer, presents, crosses, and a few randomly shaped symbols too.

A few students did get frustrated, but most of them persevered through their frustration to complete a design.

Once designs were done, we had a process for getting them to me for 3D printing.  I created a separate email account just for 3D files.  Students went to “3D print” on Blokify and selected “Email to me”.  They emailed the .stl file to the 3D printing email account.  In the subject of the email, they changed the “untitled” file to their first name and teacher’s name.  This would help me in getting the printed file back to students.

At the end of the day, I sat down, logged into the email account, and started putting the .stl files into Makerware and Cubify.  Makerware works with our Makerbot and Cubify works with our Cube 3D printer.  For Makerware, I put up to 3 student files in a row on the build plate.  On a separate piece of paper, I wrote down the main file name and then wrote the student/teacher name in the correct sequence that the files would print on the plate.  For Cubify, I could only put on design on the build plate at a time, so I named each of those files with the student/teacher name.

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Once all of the files were complete, I loaded them on a USB stick for the Cube and an SD card for the Makerbot.  Each day, I come in and crank up both printers right away and start printing the files.

I write the student/teacher name on a Ziploc bag and lay them out in the right order of the floor to await the finished print.  When a print finishes, I remove and bag them.  Then, I immediately start a new print.  I’m making good progress and hope to have all of the designs printed by Friday.  It takes a lot of organization to get this moving efficiently, but I finally have a process that is working faster than how I originally started.

Even with the speed I’m working at, the kids are still dropping by to ask if their design is done.

I loved the experience of having a design challenge and hope that the students did too.  I think if I offer these types of experiences more often, the students will start to develop their own ideas for 3D designs.  They will also get more comfortable with the 3D design tools.  We will try others in future design challenges along with Blokify.

Stop Motion Colonial Perspectives

colonial stop motion (11)

I just love it when a teacher steps out and tries something totally new just to see where it goes.  Some of the most exciting projects happen when a teacher gives himself or herself permission to say, “Hey, I have this crazy idea”.  Mr. Coleman, 4th grade teacher, does this often.  He isn’t afraid to step out and try something that no one else has done and look for the miraculous things happening all along the way.

Fourth grade is currently studying colonial life in social studies.  He wanted to weave in something from our makerspace or some new type of technology that would allow students to engage with the content in different ways.  During a quick brainstorm, we tossed around several ideas and he reflected on them overnight.  The next day, he came back with the idea to create stop motion videos that showed the perspectives of various roles in colonial America.

To start, students watched many stop motion videos in class just to see what they looked like. In the library, they came for a tinkering session using Stop Motion Studio.  As we usually do during tinkering, I encouraged them to press every button to see what it did.  I also told them to not focus on creating a polished product but to try out many different strategies to see what worked best for stop motion.  Most of these students had never made a stop motion video before. They grabbed Legos, stuffed animals, and pipe cleaners to use in their videos and got to work.

colonial stop motion (1)

Mr. Coleman and I walked around and tried to give students tips that we were observing from other groups.  The main thing we noticed is that students were constantly moving the iPads which ruined the effect of stop motion.  They also weren’t taking enough pictures to show movement.  A few students started getting the hang of both of these, so we relied on them some to help other groups.  We also found it helpful to regroup and have kids share tips to the whole group as well as share out own tips.

Back in class, students selected a perspective to showcase in a stop motion video.  Many students were drawn to either slaves or women.  They formed groups and started developing a plan.  Across 3 one-hour work sessions they came back to the library to create their videos.  They pulled things from makerspace, used objects around the library, brought things from home, and made things to use in their videos.  Some groups jumped right into their projects with a lot of success while others had to learn to work together or how to back up and try again.  Mr. Coleman also gave them some time to work in class.

I loved how different strategies developed during the work time.  Students began using their computers as a setting and stage or used library bookends to help characters stand up.

Mr. Coleman and I constantly walked around to conference with groups.  We had them back up and look at their work to see where they might need to add pictures.  We also had them talk through their story to see if they had enough to tell a perspective.

As students finished up in their final work session in the library, we exported the videos onto the iPad camera roll and uploaded them to a shared folder in Google Drive.

Mr. Coleman plans to take these videos and continue using them in class.  Students might write out scripts and do voice over or maybe they will add music and simply attach an accompanying script.  However this goes from here, it was a big leap in using technology and tools we have tinkered with in our makerspace.  Many pieces wove together to support a social studies curriclum standard in a creative way.  Student interests, creativity, and expertise came into play in many groups.  I invite you to take a look at their work in progress.  This Youtube playlist is the raw footage that still needs to be finalized, but I always like to show that our work is never really finished.  There’s always something more we can do.