The 2018 Barrow Peace Prize Goes To…

Our 2nd graders have been working on our annual Barrow Peace Prize project since January, and for the past few weeks you have been voting on which person from history will win the award.

On February 28, we all gathered in the library for the big announcement.  Prior to this day, students researched a civil rights leader, wrote a persuasive piece of writing, created artwork to accompany their writing, and recorded themselves in Flipgrid. We asked people around the world to view and vote on which civil rights leader should win.

People in 160 different locations around the world cast their votes.

During the Barrow Peace Prize Ceremony, we connected with Flipgrid via Skype. Brad Hosack set the stage for our ceremony by reminding us of the history of this project that has gone on for many years since Flipgrid was an emerging edtech tool.

Then, we launched into student recognitions. Each teacher selected 3 students to recognize for Prolific Persuader, Outstanding Opener, and Dynamic Designer.

A member of the Flipgrid team announced the winners in each category and I handed out certificates to rounds of applause.

Awards are all ready for tomorrow’s Peace Prize announcement. #studentvoice

A post shared by Barrow Media Center (@barrowmediacenter) on

Next, we recognized our Barrow Peace Prize designers. A few years ago, a student said that we needed an actual prize for the peace prize. Since then, a group of students designs the peace prize using Tinkercad and we 3D print it.  Every student who researches the winning civil rights leader receives a medal.

Finally, it was the moment we had been waiting for. Nate from Flipgrid announced the 2018 Barrow Peace Prize winner………………Martin Luther King Jr. The votes were super close and this was the first year that MLK was one of our finalists for the peace prize.  Every student who researched him received their peace prize medal and we also gave a medal to each classroom to share with all students in 2nd grade.

This ceremony really is a celebration of the collective work of 2nd grade. Yes, several students hear their names called, but we all celebrate knowing that our work has reached well beyond the walls of our school to inspire others.

Thank you to every person who watched the student videos, voted, and shared this project. It means the world to the students to know that their videos have been seen.

 

It’s Time to Vote for the 2018 Barrow Peace Prize: Who Will Win?

Our 2nd graders have been hard at work learning about 4 civil rights leaders and preparing a project that has become known as the Barrow Peace Prize.

A few details about what has happened before the final products you now see:

  • After learning about people who have won the Nobel Peace Prize, students brainstormed a list of character traits that are needed in order to win the Barrow Peace Prize.
  • Students researched 1 of 4 civil rights leaders using a Google doc from Google Classroom, Pebble Go, Encyclopedia Britannica, Destiny Discover, and books.  All research was done in the library.
  • In art, students created a watercolor image of their civil rights leader.

Barrow Peace Prize works of art are finishing up.

A post shared by Barrow Art (@barrowart) on

  • In writing, students crafted a persuasive essay about why their civil rights leaders should win the Barrow Peace Prize (named after our school).
  • Using Flipgrid, students recorded their essays and art.

Now, the students are ready for you!  They need you to visit their videos, listen to & like their work, and most importantly vote on which of the 4 civil rights leaders should win the 2018 Barrow Peace Prize.  In late February, we will connect with Flipgrid via Skype and announce the winner.

Please share this project far and wide so that we can get as many votes as possible.  All videos and the voting form are linked together on this Smore:

https://www.smore.com/dk4z8-2018-barrow-peace-prize

Voting ends on February 23, 2018 at 12PM EST!

 

 

Letters for Justice: Empowering Young Voices on Topics that Matter

There’s a lot going on in the world right now and it’s easy to get overwhelmed by the many current issues being debated and decided on in our country and around the world.  As a teacher librarian, it’s challenging because I want to support all students and families knowing that I might not personally agree with their perspectives.  I make sure that I step back and listen to the students, support their research and perspectives, and check my own beliefs.

Recently, Ms. Olin, 5th grade social studies teacher, came to me with an idea. She wanted to get students thinking about current US & World issues and considering what their own perspectives were based on the facts of the issues. She also wanted them to know that their voices mattered in the world and that they could get their thoughts out to local, state, and national representatives as well as the general public to have an influence on decisions being made.

Ms. Olin started this project in her classroom by sharing the book I Have  a Right to Be a Child by Alain Serres. This sparked discussion about basic human rights and current issues in the world. She also shared news sites with them so that they could start reading current articles about various trending topics, especially if they weren’t familiar with the current topics being debated. Through these sites, students began to choose a topic that they were interested in, curious about, or passionate for. Sites included Newsela, CNN Student News, PBS News Hour, and Time for Kids.

After two days of exploring, students selected their topic.

In the library, we focused on the importance of raising our voices when we have concerns. I read excerpts from Be A Changemaker by Laurie Ann Thompson.

“Don’t wait. Don’t wait to be powerful, to change the lives and communities around you significantly.”

I also read excerpts from It’s Your World by Chelsea Clinton.

“We can–and should–respectfully disagree with others who have reached different answers from ours” and “Even if we disagree with one another, it’s important to recognize what the facts are”.

Ms. Olin and I both encouraged students to look at issues from all sides and to gather as many facts as possible. With those facts, they could form their own opinions on the issues and brainstorm some possible actions they hope are taken.

We took some time to look at the Letters to the Next President project to see letters that were written by students from many location about a variety of topics. Students could sort the letters by their own topic and see what other students were saying.

As students looked at example opinions and continued to gather facts, they started filling out organizers to get their own thoughts together.  In class, they began writing letters, protest signs, and editorial cartoons to express the facts and their own views.

Finally, students came to the library to begin sharing their voice.  We spent some time talking about how we can make our voice visible. We could of course mail the letters and artwork to their intended recipients, but how else could we share our voice? I was able to talk to the students about my recent recognition as an AASL Social Media Superstar for Sensational Student Voice and how social media and collaborative tools like Flipgrid allow us to spread our voices to an even larger audience.

We hope our voices are heard by our local, state, and national representatives, but even if they aren’t, we can share our voices with others and offer perspectives and actions that might encourage them to support our cause or make the world a better place.  As students finished their work, they recorded their voices in a Flipgrid so that others can consider their perspectives and possibly join their collective voice.

We hope you will take time to listen to each student. If one of the voices speaks to you, give them a response.  Better yet, if they inspire you, consider writing your own letter and adding your voice to our grid.  We invite your students to join our voices as well.

As we were closing our time in the library, some of the students spoke up and said, “I bet Mr. Trump won’t even read our letters.” This was a great opportunity for Ms Olin and I to repeatedly say to the students, “Your voice matters”. We talked about collective voice, and how sometimes a single voice isn’t heard by someone like the president. However, that single voice can inspire other voices who come together collectively around a common cause. This was a great closing because even as an adult I sometimes wonder why I should even take time to call or write my representatives. However, I was reminded that our individual voices do matter and collectively they make impact.

 

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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We Need Your Votes for the 2017 Barrow Peace Prize!

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It is time once again for the annual voting on the Barrow Peace Prize.  This award was established 3 years ago by our 2nd grade.  Each year students select up to 6 nominees from history.

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We hold a Google Hangout with the entire 2nd grade to decide what criteria someone must exemplify in order to win the prize.  This year, we read the book Peace is an Offering by Annettee LeBox before brainstorming our list on a Google doc.

Each student in 2nd grade selects one of the nominees to research.

Students research these people using PebbleGo, Britannica School, Destiny Quest web resources, and books.

Using Google Classroom and a Google doc graphic organizer, students gather facts about their person and use those facts to write a persuasive essay during writer’s workshop.

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In art, students create a watercolor image to represent their person.

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Back in the library, students use Flipgrid to record persuasive essays and showcase their art.

Now those videos are ready for you to view.  We need you to view, vote, and share!

Instructions:

  • Visit this Smore
  • View videos for each of the nominees.  This can be done as a class, individually, and can be shared with anyone you know.
  • Feel free to click the heart on any video to “like” it because the kids love that!
  • To vote on the Peace Prize, use the Google form here or on the Smore to select one of the 6 people who you were convinced deserves the prize

Voting will end on February 24th where we will announce the 2017 Barrow Peace Prize in a Skype with Flipgrid.  Two 2nd grade students designed a 3D peace prize that was printed on our 3D printer and every student who researched the winner will receive one of the medals along with each 2nd grade classroom.

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Thank you for participating in our project, and we can’t wait to see who you pick!

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:

Kindergarten Green Screen Animal Interviews

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Ms. Kelly’s Kindergarten class has been hard at work on an animal research project that is unlike any other I’ve been a part of.  For the culmination of the project, students recorded an interview of an animal in its habitat using our green screen and the Do Ink app.  There were many layers to the process that students went through the create their final product. The class has been to the library throughout the project to initiate various pieces and then moved forward with the project work in class.

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It’s hard to even go back to where the project began, but eventually each student came to be in one of 4 groups researching an animal of interest: crows, sharks, spiders, and alligators. Students checked out both fiction and nonfiction books about their animals in the library during one piece of the project. During another piece, students spent time researching their animals and gathering facts.

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In another lesson, students came to the library to talk about crafting great interview questions. We looked at the Story Corps great question generator and practiced interviewing one another in a way that would elicit extended responses from the person being interviewed.

Students took this skill and went back to class to write questions that they would ask to their animals if they were doing an interview of the animal they researched.  Using their research, they thought about the answers to their questions.

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In another session, students came just to learn about how the green screen worked.  We watched a tutorial video from Do Ink as well as a video that had been made on our green screen.

Finally, students came back for one more work session in the library to prep for their interview project. This was a work session because students were in all kinds of stages of their completed project. The teacher, parapro, and I all worked with groups of students at the point they were at. My group was getting close to ready for use of the green screen, so we took some time to experiment a bit with what students hoped to do. Instead of a static picture of the animal’s habitat, students wanted a video of the habitat. We searched creative commons Youtube videos for nature scenes that matched where an animal would be found and used the iPad to record snippets of those videos. This helped us think about what we would need to accomplish before recording.

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Back in the classroom, students made final preparations for their animal interviews. They made props. They wrote our their script on cue cards and assigned parts to each person in the group.  The teacher made copies of these cards for students to practice with in class as well as sent them home for weekly homework practice.  Students also decided exactly what they hoped to have a video of for the background of the green screen. The teacher sent these to me in advance, so that I could pull some videos from Youtube for us to use.

Each group came individually to the library to record. We did a practice run of the script.  The teacher held the cue cards and I ran the iPad.  I flipped the screen so that students could see themselves as they talked. This helped them know to be in the right place, but it also tempted them to wave at the camera and make faces.

Once students finished recording, they had a chance to watch their video back. I uploaded the videos to Youtube so that we could share them with families and authentic audiences.  I encourage you to take a look at the work.

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Pulling off Kindergarten projects like this takes some creative thinking. Anytime that we can break the project into pieces, work in small groups rather than the whole group, and do recording within single groups makes the project run much more smoothly. I also love when a project flows in and out of the library and classroom.

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Ms. Kelly is an awesome teacher to collaborate with because she finds so many connections to the standards students are working on but also weaves in student interest and expertise.  She dives into a project and trusts that along the way she is going to realize just how many standards a project based in student interest and curiosity can actually included. She also thinks about how to reinforce the project so that students are fully prepared before jumping in to creating the final product. I thought it was genius (and time consuming) to create so many cue cards and give students copies to practice for homework.

I’ve been doing several technology computer projects lately, and I’m so thankful for the flexibility of our schedule so that we can get creative with how to break the projects down into pieces as well as smaller groups.  Bravo Kindergarten for another awesome project.