Friday, May 4, 2018

Jumping into Deep Learning

Last year my students and I participated in a twitter chat about New Pedagogies for Deep Learning during their annual global event. It was such a great experience that I made it a priority point to participate in this years event. As I kept my eyes open for information about this years conference, I stumbled across this tweet from our 21st Century Learning Consultant, Ferdinand Krauss:

Ferdinand's tweet encouraged students and teachers to participate in this years NPDL deep learning task. He also attached the task and other important information:

Thanks to Ferdinand, I had everything I needed to get started with my students. The prompt involved students to think about "What the world needs now" and to share their ideas to develop global competencies in our school/town/city/nation. The students started by taking a look at the UN Sustainable Goals website. We decided that each student would research one of the sustainable goals and then share their knowledge/new learning using 1 google slide. Once the students finished their slide, they would share it with me and I put them all together into a single slide show.

At this point we seemed ready and excited to share our preparation for the global discussion. As a class, we had accumulated information about the sustainable goals and looked forward to applying some of our knowledge to talk about what we think the world needs right now. We tweeted out our work and responded to people who were following the #npdlworldneeds tag on twitter. 

People were seeing our work and tweeting about it and connecting with us. Things started to feel "real" for the students and they had a 'global' audience that could could interact with.

We were especially fortunate to connect with two educators from our school board who were in attendance at the NPDL conference in Vancouver - Kelly Roberts (WCDSB Research Coordinator) and Richard Setler (VP at St. Kateri Tekawitha). They provided us with prompts to consider and and even recorded a video for us while they were at the conference.

We responded to their video by creating a quick one of our own...

Within a week of returning from Vancouver, Richard and Kelly connected with our class via Google Hangout to share their experience and to continue to prompt the students to think deeper and to work on using the NPDL competencies to analyze situations and problem solve. 

Shortly after this hangout Richard reached out to us with a wonderful opportunity to work with a grade 1/2 class at his school.

The students were more than happy to oblige.

This new connection with Ms. V and her grade 1/2 students is proving to be an excellent learning opportunity. The grade 4/5 students are happy to help out the primary students and are challenging themselves with the questions/prompts coming from Richard and Ms. V. The discussions have been deep - allowing students to think about their perspectives and then explain their thinking. Students are respectfully challenging each others thoughts/opinions while they decide what information they want to provide the grade 1/2 students with. 

Having gone back and forth over Twitter, we are now working on bringing the students face to face in a Google Hangout. 

We are scheduled to meet with Ms. V's class early next week. The students are really looking forward to it. As their classroom teacher, I am quite impressed with the effort they are putting into this activity as I observe them work through it. Thanks to Richard and Ms. V, I am provided with the opportunity to assess my students with respect to the skill sets known as the 6C's (see below). My assessment will help me determine where my students are at with respect to the competencies and what my next steps will be to help my students attain the skills needed to excel in our complex world. 

Screen shot taken from

Friday, September 29, 2017

Bringing Down the Walls of the Classroom

When you are inside the 4 walls of your classroom (7 walls in my case) magical things happen. Students and staff grow and develop, risks are taken, and lifelong relationships are forged, just to name a few of the amazing things that transpire. While students and teachers are in their classrooms, sometimes they forget about, or are not fully aware, of what is happening outside of their four walls.

When I discovered the power of Google Hangouts and Twitter, for example, I became much more aware of how those tools could help me bring down the walls of my classroom in order to take my students places that they may never go, meet people they may never meet, and bring people into our classroom who would never be able to physically join us.

People who know me know that I am a firm believer that the technology tools we have at our fingertips today can benefit student learning/achievement and that of the teacher's as well. What I want to share with you today is how my students and I find ourselves learning with, and from, a class in Thunder Bay, Ontario. 

It all started with a tweet from Mr. Peter Cameron:

Peter is quite an avid tweeter and uses social media to its full capacity to connect with other educators, his parent community, and benefit the learning of his students. I showed my student his tweet and we decided it would be a cool experience to work with his class. We let him know that we would be borrowing the book from a library and jumping in with him.

When the book arrived we jumped into it immediately! Talk about being excited to READ, the students wanted me to halt our day and get started.

We started by looking at the front and back cover, activated prior knowledge about what we saw and read, then jumped in by reading the first two chapters. Chapters 3 and 4 provided us with some more information about the story and we engaged in some reading comprehensions activities. Before I read chapter 5, we talked about visualization and I informed the students that they would not get to see the illustration for this chapter because they would be visualizing it!!

When we completed our visualization activity, we made a quick video for Peter's class.

Peter then used our video to engage his students!! He used our work to assist his students with predicting what would happen in chapter 5 of the book. This excited my students! They were/are so proud of their work and feel good knowing that their work will help the students in Thunder Bay with their learning. 

As we moved on with our reading we wondered how we could continue on our learning journey and engage Peter's class at the same time. We decided to use our class Q-Chart to create a variety of factual, prediction, analysis, and synthesis questions for the students. 

While tweeting about the questions we came up with for Peter's class, we ended up catching the attention of an educator who informed us that a replica of Paddle to the Sea was currently sailing on Canada C3.

Ok, now the students were really excited and interested. We started off by reading a book that another class in Ontario was reading with the hope of connecting to talk about our learning and now we are working on communicating with a ship sailing from coast to coast to coast with a sculpture of Paddle to the Sea on the ship. Things started to really open up and now it was clear that the 4 walls of the classroom where no where in sight. There was nothing to stop us from taking our learning to "sea".

The students are now asking to check the Canada C3 twitter page to see if they have posted a pic/video of their Paddle to the Sea carving. I have NO problem with that! We continued our learning by providing Mr. Cameron's class with some levity around chapter 7 - a little taste of what is to come.

While preparing for our Terry Fox run, the students were reminded of the Thunder Bay connection to Terry Fox. We decided to tweet Mr. Cameron to see if he could provide us with some photos of the memorial in Thunder Bay. As expected, he didn't let us down.

You can imagine the effect this had on my students. As we sat in our classroom, doing what we do, our connection to Thunder Bay with Mr. Cameron's class was providing us with wonderful learning prompts around language literacy, great modelling of digital citizenship, and an opportunity to learn more about the Terry Fox - Thunder Bay connection from people who actually live there. Amazing. Mr. Cameron didn't disappoint. 

As we continued our reading, I decided to work on making predictions by activating prior knowledge.

We read chapter 8 and made some predictions. Then we read chapters 9 and 10 to see if our short term predictions were confirmed or not confirmed. We took a photo of our work and passed it on to Peter's class. 

This last activity brings us to the present day. We aren't sure what exactly will come next but the kids are really into it and they feel like what they are doing is benefiting their learning and that of others. They are working hard and producing artifacts of their learning that they are proud of and know that there is a "real" audience who cares about what they are doing and will be using their work to help them learn. As their teacher, I am very excited to see that they are motivated and care about what they are doing. They are sharing their work with me and their classmates - within the walls of our classroom. They are also seeing that they can share their work beyond the wall of our classroom. That there are ways for them to publish their work to the world and that there are no limits to what they can do, who they can connect with, and what they can share. 

We are bringing down the walls and extending our learning experience outside of the class and school - and bringing people from the outside into our classroom/school environment. We have the technology to make things like this happen and I believe that it is important for us to try and engage in activities like what Peter and I are doing here. It certainly doesn't have to look like what we are doing, but I think that it is important to connect with others and leverage the technology that we have at our disposal to start showing our students what is possible and how it can benefit their learning.

Tuesday, May 9, 2017

The Power of VR and Audio - Part 3

This is the third blog post connected to our experiences using VR and Audio to benefit our learning. You can read the first blog post here and the second one here.

The last time my students were using our VR viewers, the grade 7/8 teacher came in and was in awe of what he was seeing and hearing. He asked if he could use the viewers with his students for a project they were working on. I told him that I would love to let his students try them out - but only on one condition - that I get to visit his class and talk to his students as they use the viewers to augment their learning experience.

I got to visit recently. So much fun to see the students using the viewers as they visited other countries. Here are some photos:

Today I interviewed the grade 8 student that was presenting her project the day I visited. Here is the audio:

I let my students listen to this short interview. They are pleased that the work they are doing inspires others. They want to combine forces with the 7/8's in order to lead them and learn with them. Let's see what Part 4 of this series brings!

Monday, May 1, 2017

The Power of VR and Audio in the Classroom - Part 2

Our learning journey using virtual reality continues with the grade 5 students connecting their learning in Social Studies. In the first blog post about our adventures using VR to learn and share our learning, the grade 4 students used our newly acquired VR viewers to visit places around the world connected with the early civilizations they were learning about. This blog post is about the grade 5 students and how they leveraged the technology to help personalize their learning experience and help make it more real to them. You can read about our first experience here.

The students are currently learning about The Role of Government and Responsible Citizenship. After assisting the grade 4 students embark on their worldly adventures to help bring their Social Studies learning to life, the grade 5's did some research and planned a virtual trip to Ottawa, Parliament Hill to be exact.

Having spent time researching and discussing the levels of government in Canada, they were pretty excited to get to visit the heart of the federal government. In preparation for their visit, I tweeted the Canadian Prime Minister and the Leader of the Opposition to let them know that we would be visiting their work spaces (literally visiting their offices). This added a touch of reality for the students and helped excite them even more about using Google Expeditions to visit Parliament Hill.

Here are photos of them visiting:

Here are some audio about their experience:

House of Commons

Library of Parliament

Prime Minister's Office

The students enjoyed their field trip so much that they asked if we could invite some of the other grade 5 students in the other class to check out Parliament Hill. A few weeks earlier, the other grade 5 class invited our Provincial MPP in to visit and my grade 5's were invited to be part of that experience. I was proud to see my students lead the other students through this trip the same way I led them. It was a moment that I won't soon forget.

The students are still talking about their trip and are looking forward to the next virtual trip they go on. Stay tuned for more blog posts and audio about our travels and how they are helping us make connections and deepen our learning!