Passions Projects: DaVinci Day

In the middle school I work in, we do an annual Renaissance Fair for the grade eights each year. They get to rotate through stations to learn a bit on various areas of Renaissance, then choose a "passion" or are to explore. They guide their own journey, learning and creating to share at the fair. This link popped up in my twitter feed and I really like the idea and thought I'd share it here. See more here


DaVinci Day provides an opportunity for students to pursue, research, and share  an area of interest, passion, or curiosity. Providing a time and space to do this type of work in school allows students to begin to see the connections between seemingly isolated academic content and skills, and the real world they will face and influence. When the school experience can be viewed with the perspective of how it will help in the pursuit of their own goals and curiosities, students become more engaged, and education becomes much more relevant. Finding and honing one’s own strengths and talents, assisted by the accumulation of knowledge and skills,  paves the way to fulfillment as well as success. 

Basic Requirements:

1. You must COMPLETE a DaVinci Day Project for the year. 

2. Your project must answer a question that you pose.

3. Your question must be complex and detailed.

4. You must share and "publish" your findings.

See more here

Science Centers

Science Centers are a great idea to change up the 'stations' in your class. I know many primary classes have centers for play-based learning and I have seen some classes do 'math centers' and 'literacy centers' but more recently I have been exploring science centers and ways to adapt units to work within this idea.

So when I saw this post I was excited!



Read It - Reading about topic and writing a couple notes. You can be specific with questions for them to answer if you wish. EG: Polar Bears, write two facts about them. or two adaptations for cold environment.

Sort It - With a t-chart or venn diagram students can sort facts about two topics/items. EG: Comparing Grizzly Bears and Polar Bears.  or Frogs and Toads.

Match It - photos to match up or words and definitions or items and facts. EG: photos of animals feet and their environments to match. Baby and Adult animal names.

Create It - read and create using drawing or building or writing. EG: Read about two animals and ten create your own animal that could survive in a different biome, for example camel in Arctic. Could write a story on topic.

Draw It - Draw item for each vocabulary word

Tech It - using tablets or computers. EG: type up information, research information, create etc.

Analyze It - analyze video, photo, article on topic.

Explain It - read on topic, writing to example EG: Read about Black bears and polar bears, compare/contrast them. Maybe answer questions.


Some ideas, templates and more are provided here. But feel free to create your own 'Science Centers'

Bringing Novel Study Into the Computer Lab

I highly reccommend reading:

Bringing Novel Study Into the Computer Lab http://glendastewart-smith.blogspot.com/2010/07/bringing-novel-study-into-computer-lab.html

It explores the use of computer labs and class sets of laptops, Inquiry Based learning, PBL, collaborative learning and of course technology. The focus on literacy, diverse learners and how to bring it all together.

Here are some excerpts:

The creation of heterogeneous groupings is an important component to the success of this project. A good reader may support a poor reader, and a student with a more “expert” background in computer skills will provide support for their group during project time in the computer lab. Heterogeneous groupings also provide opportunities to separate students-at-risk from their peers. If, for instance, reception level ESL students always work together, then they are denied the opportunities to learn more advanced grammar and syntax from native-speakers. Support can also be provided for struggling readers through the use of audio books on CD and tape. Everyone “reads” the story and everyone can contribute to the web site projects.

In longitudinal studies that looked at the impact of learning from computers (using them as tutors or as part of integrated information systems), and learning with computers (using them as a reading and writing tool during collaborative learning situations), researchers found that in all cases student achievement was positively impacted. (Barnett. 2003) In the first scenario, students’ gains could be measured in increased scores in statewide tests and increased discipline, and all evidence indicates that this benefit continues in higher grades. Students learning with computers made significant gains in other areas:

1. Students routinely used higher-order thinking skills far beyond what was expected for their grade level.
2. Students demonstrated enhanced ability to collaborate with peers to develop projects and reports.
3. Students demonstrated increased initiative. They maintained time on task for longer periods and often continued their work during recess, before school, and after school. (Barnett. 2003)

.....

Another question centers on acceptance of this learning context as valuable. Certainly it is not traditional. Society is on the verge of a paradigm shift and electronic technology will revolutionize learning to the same extent as the printing press did in the 1500s. Computer literacy will certainly begin to become almost as important as language literacy. Will oral literacy be enough? Can voice recognition software and a fast computer replace the need for reading and writing competency? Will educators consider computers valuable or is it just an expensive and under used toy? Hopefully the use of project-based and collaborative learning in the computer lab will help answer these questions and promote students’ literacy learning and critical thinking.

Student Digital Portfolios for assessment and learning

Really enjoyed this blog post on Assessment using Student blog-portfolio's: http://plpnetwork.com/2013/05/30/digital-porfolios-thinking-assessment/

It is unfortunate that many schools don't have the capabilities to do this (not enough ipads, laptops, computers in classroom, bandwidth, wi-fi, money, etc.) but I do like the idea. I have used forums and such for independent novel studies and interactive class activities in the past, but I would love to use blog portfolio's for students. It would be interesting for them as well to have and be able to look back on.

The post explains:

Verbal explanations
I have always used formative assessment in my classroom, but our digital portfolios give me much richer information than our paper portfolios ever did. Because my young students are still beginning writers, it is often difficult for them to explain their learning through writing. They can, however, explain their learning verbally. There are lots of apps (including my current iPad favorites Educreations and Draw & Tell) that record voice over an image. These digital artifacts allow me to understand a child’s thinking in a much deeper way.

The beauty of digital portfolios is that as the children and I are constantly assessing their learning in a formative and summative way, the students are also demonstrating their growing knowledge for a wide audience and learning about digital citizenship and appropriate online behavior. What great by-products of the assessment process! 

Please check out the entire article here: http://plpnetwork.com/2013/05/30/digital-porfolios-thinking-assessment/

Blooming Orange

The Blooming Orange

I've always been interested in new ways to view and think about Bloom's Taxonomy and the folks at Learning Today have created a poster worth sharing. To help teachers get thinking about ways to apply Bloom's higher-order thinking skills in the classroom, they've put a spin on the traditional hierarchy and  limited the number of verbs in each section to create The Blooming Orange.

They've popped Bloom's verbage into the segments of an orange and intentionally depicted it as a circle to illustrate the fact that often these skills do not occur in isolation, they often occur simultaneously. This Blooming Orange presents itself as a teacher-friendly tool for planning and possibly an easier way for everyone to think about Bloom's. Be sure to click on the link below to visit the Learning Today blog and print a copy of this poster to hang  in your classroom.

Via:Cool Tools for 21st Century Learners

PS - for new teachers and TTOCs these are some great buzz words to understand. I find educators often USE these things but don't necessarily know how to LABEL them. In interviews and professional conversations, a new teachers ability to understand and use these words will go a long way.

Student-Driven Learning

Although USA based, this article looks at student driven learning and essentially the start of inquiry learning which is huge in the district I work in.

STUDENT-DRIVEN LEARNING

Most student-driven classrooms start with a question. It’s usually one that springs from a common place but allows for individualization by students based on their interests. It allows them to build questions and go about answering them, utilizing the skills and knowledge that the curriculum provides. The teacher facilitates this learning, to be sure, but also gives authority to the student to “own” their question. The student moves to center stage and the teacher assumes a supporting role.

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