Vote for the 2020 Barrow Peace Prize

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Each year our 2nd graders work on a project called the Barrow Peace Prize. Every student researches one of four people from black history and gathers facts from PebbleGo, Britannica, books, and a few other online resources. They use these facts to write a persuasive essay asking people to vote for their person to win the Barrow Peace Prize. The criteria for the prize is also determined by the students after learning about character traits. These essays are recorded in Flipgrid and are now ready for viewing. We ask people all over the world to watch these videos, listen to these student voices, and vote on which of the four people from Black History should win this year’s award: Jackie Robinson, Sojourner Truth, Martin Luther King Jr., or Harriet Tubman.

You can vote as many times as you like and you are welcome to share this link with everyone you know.  If you choose to tweet about our project and share pictures of you or your class of students watching our videos, we hope you will tag @plemmonsa in your tweets so they can be shared with our Barrow students. If you use Instagram, please tag @barrowmediacenter  We love to see how this project spreads around the world.

Voting is open now through March 13 at 12PM EST. Simply visit our Smore page, watch several videos, and then click the link to vote.  We can’t wait to see who will win this year’s award.

2020 Barrow Peace Prize Smore Newsletters for Education

Follow this link to vote!

Magazine Ornament Makerspace

Our open makerspace is taking a short break while our student book budget team works on new books for the library. We wrapped up our final makerspace session by hosting an ornament makerspace. Students signed up for this time with their teachers via a Google doc.

I have lots of old magazines that used to be in circulation but aren’t used anymore. I decided to pull them out and use them for our ornament materials as a way to promote reusing materials rather than throwing them out or putting them in recycling.

I wanted students to have a mixture of structure and freedom, so I selected 3 options for structured ornaments with a 4th option of designing your own.

Instructions for these 3 ornaments are found below.

Ornament 1 (top center):

  1. Cut 2 pages from a magazine and fan fold each page.
  2. Stack the 2 fan folds on top of one another and tie in the middle.
  3. If you want, trim the ends of the fan into a fancy design with craft scissors or regular scissors.
  4. Fan out each side and connect together to make a circle. Staple if low on time. Glue if you have time for drying.
  5. Use a hole punch to make a hole and tie a string.

Ornament 2 (bottom left):

  1. Cut multiple strips of the same length from a magazine page.
  2. Bring the ends of each strip together to form a loop.
  3. Repeat the process of bringing ends of strips together and begin adding the loops together.
  4. You might want to use a gem clip to hold the loops together if you have trouble holding them in your hand and folding paper at the same time.
  5. Staple the loops together at the top.
  6. Use a hole punch to create a hole and tie a string. (If you have added a lot of strips, it may be difficult to punch a hole)

Ornament 3 (bottom right):

  1. Cut 5 strips from a magazine page. 2 long, 2 medium, 1 short.
  2. Arrange the strips in this order: long, medium, short, medium, long.
  3. At one end of your stack, make sure the ends of the strips are even and staple them together.
  4. Starting in the center with the short strip, connect the two medium strips to the top of the short strip.
  5. Next, connect the two long strips to the short strip. Staple together.
  6. Use a hole punch to create a hole and tie a string.

When students came to the makerspace session, I quickly showed them the 3 options which were all at their own table.  Then, I showed them a 4th table where they could design their own. Since a UGA class collaborates with us in makerspace, there was a UGA student at each table to assist students as needed with the directions. I also had a UGA student help with hole punching and string tying.

Students were welcome to make as many ornaments as they wanted. They could take them all with them, but they were also welcome to add them to our holiday area of the library. At the front of the library, I have pulled out all of our November/December holiday books and created displays to highlight those holidays such as Diwali, Thanksgiving, Hanukkah, Kwanzaa, Christmas, and New Year.

As with every makerspace time, I loved seeing how students took structured ideas and put their own creative spins on them. I also loved seeing what unique ideas students came up with on their own too. It’s always hard to decide how to balance structure with open-ended projects, but I think it’s important to offer both. We all learn in different ways. I’ve seen that some learners have high anxiety when given no structure and others have high anxiety when they have structure and think that their creation has to look exactly like the picture.

Several students did decide to add at least one of their creations to our tree in the library. It’s one more way that we can share ownership of our library.

 

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.

 

 

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 (Round 1)

Back in January, we were inspired by Jennifer LaGarde and Brad Gustafson’s 30-second book talk challenge.  Our 5th graders all worked on scripts and recorded 30-second book talks on Flipgrid.  Thanks to Flipgrid’s new Global Connections feature, our grid was shared with other users of Flipgrid.  I also shared it widely on social media. Over time, students from around the globe started adding their voices to our grid.  Thanks to views, likes, and judge’s choice, we now have a top 16 out of over 90 videos on the grid.

Using Google Drawing, I made a bracket for us to use over the month of March.  Round 1 is now open.  Students were placed into groups of four to compete against one another to move onto the next round.

I also embedded the drawing onto a Google Site with a form for voting.

This is my first attempt at a March Madness style reading incentive.  It is truly amazing to look at all 90+ videos and see how passionate and creative the kids were in their talk.  The real winners in all of this are the students who made the videos and every viewer who takes time to listen to their voices.  The March Madness event is just a little icing on top to celebrate our hard work.

We invite you to join in round 1.  Voting is open through the end of the night on March 17th.  Then, round 2 will be announced.  Please feel free to vote more than once and share with your own networks.

https://sites.google.com/clarke.k12.ga.us/epicbooktalk/ 

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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Congratulations to the Flipgrid 2015 Graduation Voices Winners, Top Voices, and More

I was honored to be one of the judges in Flipgrid’s inaugural Graduation Voices contest.  Graduates of high school and college contributed their voices to two grids to complete the sentence, “To me, graduation means…”  Almost 200 graduates added their voices between the two grids, and I enjoyed watching all of them along with fellow judges Shannon Miller and Alec Couros. Congratulations to the two winners, Eliot and Jay.  They will each receive a new Apple watch.  You can read the full post on Flipgrid’s blog. I also send a huge congratulations to the other top voices on the grids.

Judges’ top choices for Graduation Voices 2015

High School

Watch Ami’s video here. Watch Anthony’s video here. Watch Ben’s video here. Watch Guillermo’s video here.  Watch Kyle’s video here.

College

Watch Abbie’s video here. Watch Alyson’s video here. Watch Jamie’s video here. Watch Liz’s video here.  To view all entries to the #grad15 grid, click here. Since I had the pleasure of watching every single video, I heard many standout voices.  Every video was special in some way, and some had me laughing out loud.  Graduation means so many things to so many people.  We all might think of it as closing one chapter and starting another, but most of us have other reasons we love graduation.  High school and college are a time to find yourself and further develop yourself as an individual.  Bravo to these students for letting their personalities shine through.  I want to recognize a few of the voices that made me smile in their own way.

Neil’s: I’m done with school!

You know you all want to binge watch Netflix and eat some junk food at 3AM.

How about the freedom to buy baked goods?

The end to regulated lunches?

Here’s to sleeping in!

Spread your wings and prepare to fly from sea to shining sea

Time to do whatever you want

The end to pointless homework

Getting to go home!

Get on board that train

I wish all of these graduates the best as they continue on in what life has in store for them next.  Go out and change the world!

Voices of Reading: Our Contribution to the GA Children’s Literature Conference

Meeting Patricia Polacco several years ago at the Children’s Literature Conference

This weekend is an exciting weekend in Athens, GA.  It’s the annual GA Children’s Literature Conference.  This conference always offers an amazing lineup of authors who share their craft with educators as well as spend lots of time autographing books.

I’m excited that the conference is really thinking about how to bring student voice to the attendees.  Giving students this authentic space to share their voice is not only empowering, it also centers all attendees (including the authors) on why we all do this work.

My students along with Anne McLeod’s students at Burney Harris Lyons Middle School collaborated on a video that we called “Voices of Reading”.  This video was played at the opening of the conference.

It’s fun to see colleagues already talking about the video at the conference.

We also worked together on a Flipgrid sharing our favorite books.  Many voices came together for this Flipgrid, and these voices will be played on a screen on the exhibit floor.

Click on the picture to hear lots of favorite books!

I hope that this conference continues to find ways to empower student voices.  This is definitely a step in the right direction.

Reflections on Google Teacher Academy #GTAATL

 

google-certified-teacherOn June 25 and 26, 2014 I had the honor of attending the Google Teacher Academy in Atlanta.  It was a long road to get to GTA.  The application process is a test in how well you can boil down your practice into the most concise wording and video that represents your innovation and reach.  The application is short with only a handful of questions that limit your response to 800 characters.  One of the most challenging parts of the application process is the video.  In one minute, you have to introduce yourself and show how you foster innovation in education as well as how you have a global impact.  I don’t even know how many hours it took me to craft a one-minute video, but I do know that the process forced me to really think about my practice.  I made multiple versions of the video and got feedback from multiple including Cat Flippen, #GTACHI.  Here’s how it turned out:

The wait to find out if I got into GTA was agonizing.  I won’t lie about that.  Even though I had IFTTT recipes setup to notify when the email came, I still stayed glued to my phone and computer because I was in a professional learning session on announcement day. Once the email came, things started happening fast.  The 35 were invited to a Google Plus community where we could begin connecting.  It didn’t take long for the collaboration to begin.  Here are just a few things that happened:

  • Jennifer Armstrong began making a Youtube playlist of our GTA videos

  • Jerry Swiatek made a Twitter list
  • I created a Google doc where we could begin crafting a shared blog post that we each could share in our own networks to introduce the 35 #GTAATL participants
  • Linda Humes and Corey Holmer started designing a t-shirt for us.  Corey’s design was ultimately chosen, but many people in the group contributed ideas.  Frank LaBanca ordered our shirts and had them all shipped to me in GA so that I could easily drive them to GTA rather than someone having to bring them on the plane

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  • Renee Nolan organized a meetup for most of us on the night before GTA began to get to hangout together before GTA consumed our brains
  • Janna Gibson made a guide to Atlanta to introduce everyone to the food and sights to check out in Atlanta
  • And the list goes on

I loved this because it brought out one of the things that inspires me about collaborating.  We all have talents and expertise, and so many people stepped up to share their talents and passions with the group.

Finally meeting everyone face to face was so much fun.  We only knew one another from our profile pics, social media posts, and blog stories.  We all met at Marlow’s for dinner the night before GTA and spent time just having conversation and sharing the anticipation of what the next two days would bring.

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We arrived at the Google office and waited until the exact time to enter.  After checking in, we were immediately launched into the Google culture, which of course started with food.  We had a great breakfast before moving into our agenda.

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I won’t detail the entire agenda, but share some of the things that stood out to me along the way.

First, the planning team revamped the entire agenda, and we were the first GTA cohort to try out this new agenda.  This was exciting but also a little risky since it meant that we might not experience what we thought we were going to experience.  What I saw was that the agenda focused a lot more  on philosophy than on specific tools.  The idea behind this is that tools come and go and tools change, but if you have an innovative, risk-taking philosophy of teaching, then you adapt to new tools and environments as well as create entirely new environments for you and your students.

We watched the Moonshot Thinking video, which I had seen at a GAFE Summit.  It is always powerful no matter how many times I watch it.

I loved how this framed our entire GTA experience because it set the tone that we as innovators in education we need to be trying things that have never been tried and creating new tools and experiences for our students that stretch far beyond a “next step”.  I loved how this moonshot thinking and “solving for x” brought us into our first experience at GTA.

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This was probably my favorite “activity” that we did over the 2 days.  Prior to GTA, each of us submitted what we felt were our biggest challenges in education.  Those challenges were compiled into themes.  At our tables, we were randomly assigned one of the challenges.  Then, one of our team members had to spin a wheel filled with tech tools.  Our goal was to use this tech tool to address the specified challenge, and to make things interesting, we only had 5 minutes to make a decision.

Problems of Practice  PoP    Google Teacher Academy Resources

My group ended up with “lack of teacher training” paired with “Panoramio“.  Most of us in the group had never used Panoramio, which was perfect!  I felt like it put us in the shoes of our teachers who feel insecure when facing a new technology tool.  I was reminded of teachers who feel frozen when they face the unknown and want someone to just tell them exactly how a tool works before they will try it.  With the clock ticking, we didn’t have that luxury.  Instead, those of us that had used the tool began brainstorming how Panoramio could address teacher training.  Others, like me, frantically researched the tool to see what it was capable of.  At a glance, Panoramio is a collection of photographs uploaded by the community of users and embedded onto Google Maps by location.  You can browse the photographs by location or you can specifically search for topics of pictures.  For me, I was trying to figure out if you could tag images and search by tag.  From my own experience, I’ve seen the lightbulb go on so many times for a teacher when they see something put into practice in a classroom.  Sometimes all it takes to help a teacher feel “trained” enough to try something is just seeing what it looks like in a classroom.  I thought that if we could create a massive social media campaign for educators to upload images of their classrooms into Panormaio and tag those images by the topics that they showcased, then we could support teachers in “seeing” what that specific topic looked like in a classroom.  If we needed specific kinds of pictures uploaded to Panoramio, then we could be specific like pictures of students using social media in the classroom.  I added this thinking to my group, but I loved that others in my group had completely different ideas for how this tool could be used.  This exercise also reminded me that our focus can’t be on the tools.  Our focus should be on our students, teacher, families, and community along with the needs that they have.  There’s a whole range of tools that can support those needs.  If we push our thinking and try something radical, sometimes a tool that seemed like the most absurd idea for solving the challenge actually leads to something innovative.

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Our day was of course surrounded by snacks.  We had official breaks, but drinks and snacks were always within reach.

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Even breaks to the bathroom kept you learning and surrounded by Google culture.

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Throughout the 2 days of GTA, there was time for “inspiring ideas”.  These were short presentations from various members of GTAATL.  We submitted ideas before GTA and were selected by the planning committee to present.  I was the very first one to share, which was a bit intimidating.  I shared various ways that I empower student voice through Google forms as well as how Google forms can help you crowdsource information.

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Other rockstars included Chris Aviles, who shared how he gamifies his classroom.  He has created an entire story line that plays out with his students which even includes getting phone calls from game characters using Google Voice.  Amy Burvall shared how she used Google Plus to give her students a space to contribute to the classroom and crowdsource information.  She also uses this tool to connect people in her professional development sessions.  By doing this, people aren’t sitting passively in her sessions, but are instead, actively contributing during her session and beyond.  Genius!  Hearing from all of these amazing educators during this session was an energy boost during an exhausting day.  I was proud to be a part of this group.

One of the things that I hoped would happen was a preview of Google Classroom.  We heard about the process it took to develop Google Classroom.  I loved seeing a picture from an elementary teacher’s classroom where she had posted about 7 or 8 steps it took to turn in an assignment to the teacher.  This was one of the inspirations for Google Classrooms.  We had a chance to try out the interface and were all excited and blown away by the usefulness and simplicity.  With 35 innovative educators in one room, it didn’t take long for a range of questions to surface.  We definitely surfaced some barriers that people may face in using Classroom, but overall the buzz was one of excitement and eagerness to get this tool in our teachers’ hands.

Our lead learners

Our lead learners

The rest of GTA involved 4 rounds of explorations of various Google tools and themes.  We grouped ourselves into these rounds by common interests in the kinds of challenges we wanted to tackle in our action plans.

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We saw a lot of tools, but didn’t have time to use them very much.  Now that I’m away from GTA, I’m starting to look at what I saw and consider how these tools fit into what I may try in the library this year.  I’m already thinking about how Google Draw can be used as we connect with other schools via Skype and Google Hangout.  I wish that we had spent more time with the various map tools from Google because I think there is a lot of potential with those as well for global collaborations.  I’ll have to take time to do this for myself.

At the end of day one, we all became Google Certified Teachers.  We had a pinning ceremony and a celebration dinner.  It was a great sense of accomplishment, but it was only the beginning of the work and opportunities ahead.

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Day two was time for us to explore our own interests through an unconference as well as work on our action plans.  After GTA, it is an expectation that you create an action plan to facilitate change in education during the coming school year.  My focus is on global collaboration.  Seeing what students gain from connecting with authors, experts, libraries, and classrooms beyond our walls has convinced me that I need to develop even more opportunities for students to have these connections.  This year, I want connecting to be more than a one time thing.  I want to create content with students in other states and countries.  I want students to offer one another feedback and ask one another questions.  I want students to have an opportunity to create projects that matter to them and share those with a global audience.

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Amy Burvall inspired many conversations about hashtags and “showing your work”.

I had many important conversations during GTA about this project.  Amy Burvall and I talked a lot about hashtags and how tags are the “soul of the Internet”.  She helped me to think about how we track our work so that it continues to inform our next work.  We talked about the importance of sharing the whole process of a project and not just the final project.  This is the kind of thing that GTA does.  You may not get to know every single person at GTA, but you make connections with people that you know are going to continue to push your thinking well beyond the 2 days that you spend together.

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Now my attention turns to GlobalTL, a Google Plus community that was started by Joyce Valenza.  Now, I’m working along with Joyce and many other librarians to develop this community that will facilitate global connections.  I know that by connecting and collaborating with librarians, I am connecting my students and teachers with students and teachers around the world.  Librarians work with every student, teacher, and family member in the school.  I think it makes sense to think about how to create a community that connects people.  We don’t know exactly what will happen in the group, but we are going to shoot for the moon to foster global collaboration.

Google Teacher Academy has connected me with 34 other amazing educators, and I know I can call on them for any questions or roadblocks I face.  I’m also now connected to a global community of Google Certified Teachers who are actively supporting one another in their educational spaces.  I’m sure that GTA is only the beginning of a long collaborative relationship with some amazing global educators.

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Photo Credits: Danny Silva (@iteachag)

4th Grade Created an Augmented Reality Wax Museum using Layar and Multiple Digital Tools

IMG_3325Each year, our 4th grade creates a wax museum for their colonial period social studies standards.  Students research a person from that time, write and memorize a script, dress as that character, stand throughout the school, and give their speech multiple times to visitors.  This year the 4th grade team and I decided to try something different.  We wanted to create a digital wax museum and expand the standards beyond the colonial period to the entire 4th grade social studies standards. This new project would use the augmented reality app, Layar, to unlock all of the digital projects that students created about their person from history.  It would also be a collaborative project between 4th grade, art, and the media center.

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Updating this project was a big undertaking, but we created a process that I think can grow and expand next year.

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First, students came to the library and learned about the project.  I showed them various digital resources that they might use for their research including Pebble Go and our state Galileo database which includes Encyclopedia Britannica.  I showed them how they could search for websites within Destiny when they are logged in.

Wax Museum Research   Google Docs

Next, I showed them how they could create a double column table in a Google doc.  One side would be a space to copy and paste information from digital resources and the other side would be for putting the information into their own words.  I showed them how to use the Easybib add-on within Google docs to document where their information was coming from.  They loved this feature and so did the teachers.

Barrow Elementary  Wax Museum   4th Grade

Finally, students used a Signup Genius to sign up for their topics.  This made topic selection fast and teachers were able to give a final approval to the person that students signed up for.

After that, students started their research.  Most used their gathered facts to write scripts for various projects.

Wax Museum Project Options   Google Docs

Then, they all returned to the library to learn about their project options.  Students did not have to use technology to create their project, but they did have to use technology to document their project.  For example, if they made a physical poster, they had to use some type of technology tool to record some information about their poster using their script. Many digital tools were suggested to students, but students were welcome to find and try their own tools.  We suggested Chatterpix, Tellagami, and iMovie as main options. Students chose projects and continued working in class.

In art, students researched images of the historical events their person was involved in and created an image to serve as the trigger image for the Layar augmented reality app.  The images were created with water colors, pencils, crayons, markers, and various other tools.

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As images were finished, they came to me in the library so that they could be photographed and uploaded to Layar.  I also printed each photograph so that we had a uniform size picture to scan in the hallway.  This wasn’t necessary, but it was nice to have a smaller image to scan since some were large.

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Students made multiple kinds of projects to attach to their image in Layar.  Some chose to make gamis in Tellagami.  Because this app lets you make 30-second clips, some students chose to make multiple videos to upload to Youtube while others used iMovie to compile their videos.

Some students used Chatterpix to make a picture of their character talk.  Once again, they either created multiple files or compiled them.

Some students chose to do the traditional wax museum project of dressing up as your person, but this time, they filmed themselves and uploaded to Youtube.

 

 

A few students created unique projects that no one else attempted.  One student used Powtoon to make a Common Craft-like video about indentured servants.

Another student wanted to do an interview, so she filmed clips of herself as a news reporter asking questions and made response videos using Chatterpix.  Then, she used WeVideo to put them together.  Because the free version of WeVideo doesn’t upload to Youtbe, we had to do a screencast of her project in order to view on the iPad.

Another student used Songify to record a rap song about Martin Luther King.  We converted his file in Any Video Converter and put it into iMovie so that it could be uploaded to Youtube.

 

Once students had a video or link to their project, they emailed it to me to upload to Layar.  They could have done the uploading to Layar themselves but we wanted to test most of the Layar pages before we put them in the hall.  Many people helped students with the creation and uploading of their projects.  Many thanks to the 4th grade teachers, our grad assistant Carol Buller-McGee, our instructional tech specialist Todd Hollett, gifted teacher Heather Carlson, special ed teacher Haley Beaver, an EIP teacher Lee Rogers for assisting me with getting students videos uploaded and emailed.

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Students worked with me to connect their links in Layar, put them in right spots on the image, and test them out.  I went ahead and published our “campaign” in the Layer creator.  You have to “publish” before the images will work when they are scanned.  You can still add pages and links even after you have published.

Barrow 4th Grade Wax Museum 2014   Smore

We also uploaded all of the content to a Smore page so that families (and the world) could view the projects from home without Layar.

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The 4th grade team and art teacher displayed all of the art in the hallway.  Today, families were invited to stop by and view the gallery.  I rolled the iPads to classrooms and took headphones too.  Students came out with their families and showed off their projects and the projects of their friends. They showed parents how to open the Layar app, point the iPad at the image, tap the screen to let Layar scan the image, and watch the content magically pop up on the iPad screen. Several parents had already downloaded Layar on their phones too.  There was excitement in the air as families experienced augmented reality for the first time.  I overheard some of them saying how they wanted to go home and try it themselves.  Others were amazed by the variety of projects that students made.  I overheard conversations about social studies content but also conversations on how to use all of the tool that were needed to make this project happen.  I loved seeing the students taking a leadership role in sharing with their families how to use the technology that they use at school.

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Next week, classrooms will be invited to tour the gallery.  I think we learned a lot from this project.  One of the things that I loved most was how differentiated it was.  Some students created multiple projects for their person while others focused really hard on one project.  Students were able to showcase their strengths and interests, and I felt that every single student was fully engaged in this project.  I hope that others found value in this project as well so that we can continue and expand upon this type of experience for projects next year.

You can see all of the projects without Layar by visiting our Smore.

Also, take a look at what our augmented reality wax museum looked like in action today.