tag:blogger.com,1999:blog-24851983755417610652024-03-05T01:41:57.110-08:00Making STEAMat the intersections of science and literacies with Discovery Place, Inc and UNC Charlotte Writing ProjectUnknownnoreply@blogger.comBlogger19125tag:blogger.com,1999:blog-2485198375541761065.post-46530742253838445332017-02-14T09:07:00.002-08:002017-02-15T06:01:40.998-08:00Making ELA Through The Community Project<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">-written by Mary Kendrick</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My interest in “make” was sparked by a week-long “Making” Teacher Research Institute hosted by the UNC-Charlotte Writing Project. During this week, a group of teacher-consultants came together to explore questions such as </span><a href="http://www.ted.com/talks/dale_dougherty_we_are_makers" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">“What is a ‘make’?”</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and </span><a href="http://smartblogs.com/education/2013/08/20/why-the-maker-movement-matters/?utm_source=buffer&utm_campaign=Buffer&utm_content=buffer605aa&utm_medium=twitter" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">“What does the maker movement have to do with writing and teaching?”</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Most of our learning was experiential. We wrote six-word memoirs on quilt squares, played with paper circuitry, made stop-motion videos with Legos and Playdough, and tinkered with web-based tools to create cartoons, movies, memes and avatars. I found “make” intensely engaging--it was hands-on, playful, invited exploration and experimentation, and made me take creative risks outside my comfort zone. So, when teachers at my school were invited to participate in the Educator Innovator project “Making our Worlds”, I was excited to bring “make” into our ELA classrooms. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">While “making” is more commonly associated with STEM courses, ELA and “make” are also a natural pairing; the “making” process has much in common with the writing process, and ELA teachers are no strangers to hands-on, creative projects. That being said, when looking for ways to integrate “make” into lessons, we wanted to be sure that our activities were true “makes”. ELA projects are often highly-structured and teacher-directed, with detailed lists of requirements, step-by-step instructions, and prescriptive rubrics describing what a “successful” outcome looks like. A </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">true </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">making experience is open-ended, has no pre-defined outcomes, offers participants a variety of mediums and materials to choose from, is interest-driven, and includes little to no instructions about how to do anything -- we wanted to incorporate as much of the “making” ethos as possible, while also using “make” in purposeful ways that accomplished ELA curricular objectives.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD7TnEEFQ2Zr4X3PwqcY5XMEp9F9ZMEmOcyqcG69ljZQZRLCfPwRQSdmVifpiTSlWtHH5GgVpdSL_V0FrG5XqqH8D6x1FlZcWmrWWF4VLxLgsy2R_9vqBUkfcFU_wq64kaDTIBui_JQNIT/s1600/Screenshot+2017-02-15+at+8.43.16+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="112" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD7TnEEFQ2Zr4X3PwqcY5XMEp9F9ZMEmOcyqcG69ljZQZRLCfPwRQSdmVifpiTSlWtHH5GgVpdSL_V0FrG5XqqH8D6x1FlZcWmrWWF4VLxLgsy2R_9vqBUkfcFU_wq64kaDTIBui_JQNIT/s200/Screenshot+2017-02-15+at+8.43.16+AM.png" width="200" /></a></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We achieved this goal in 8th grade ELA when students participated in the Community Project Make. Our school is an International Baccalaureate Middle Years Program (MYP); the culminating MYP experience is the 8th grade Community Project, which our 8th graders complete in ELA. In this project, students investigate a community issue and take action on that issue. The Community Project Make happened at a crucial stage in the project--students had identified their topics and done some research, but hadn’t planned how they’d take action. We used the community project as way to help them crystallize their thinking on the issue and play with what it meant to take action. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgexVgw37AUmh-ZaH9lhyphenhyphenYET6ZS0Qcq-TDyWniUyADdj-n6yDYf2X0GQYl2QQsK7Vp1kBKKrrXUZtD0qScdcu9j7jxrzTAaQUcgj9Bcd4V_fsRgvzp0uFU1DQtdR4KbDUF3VM3USNMB8UAJ/s1600/Screenshot+2017-02-15+at+8.44.39+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="258" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgexVgw37AUmh-ZaH9lhyphenhyphenYET6ZS0Qcq-TDyWniUyADdj-n6yDYf2X0GQYl2QQsK7Vp1kBKKrrXUZtD0qScdcu9j7jxrzTAaQUcgj9Bcd4V_fsRgvzp0uFU1DQtdR4KbDUF3VM3USNMB8UAJ/s320/Screenshot+2017-02-15+at+8.44.39+AM.png" width="320" /></a></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">On our make day, we set up four make stations in the room -- 3D poetry, black-out poetry, card-board badges, and stop-motion animation. Before students began making, we asked them to reflect for a few minutes on what they’d learned so far and what they were thinking and feeling about their community issue. We then set them to a very simple task: Make something that sends a message about your topic. After a quick overview of the make stations, we let them loose in the makerspace to begin experimenting with how they could use the materials at hand to communicate their opinions. Students eagerly dug into the materials, creating makes that expressed their stances on issues such as cutting, homelessness, literacy, and healthy living: a bleeding and bandaged hand with the message “Scars Will Last”, a pop-up poem that began with the line “Keeping your money just to yourself does not make you powerful”, a cardboard and tape badge supporting youth sports declaring “Let us Play!”, and a stop-motion video depicting how books bring happiness.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As students’ worked, I was heartened to see them enlivened by making in much the same way that I had been. They were focused and engaged as they worked, collaborating easily and naturally with each other. They were happy to experiment and test out ideas and didn’t hesitate to revise and remake when first attempts didn’t work out. Students who often struggled to stay focused on reading and writing tasks were completely on-task in an environment that was hands-on and allowed for movement and conversation. English language learners and special education students thrived as well. Several novice English speakers chose to use Spanish in their makes, while a special education student who struggled to express herself in writing was able to communicate her thoughts on girls’ distorted body images with a 3D cardboard sculpture. Of course, there were a few students who found the experience challenging: they couldn’t settle on any particular make, and left half-finished makes all around the room, tinkering uncertainly with the materials at hand. Some high achievers, accustomed to easy perfection with traditional academic tasks, experienced frustration when asked to do something with no clear directions or set parameters. Yet, even these students were able to leave feeling they’d accomplished something because the Community Project Make wasn’t focused exclusively on the product--engaging in the process and taking risks were just as important, and even the students who struggled and been open to trying and left the room with a make in hand.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Community Project Make was also a productive learning experience that effectively moved students into the next stage of their projects--writing a plan and putting that plan into action. Creating makes that sent a message helped students focus on the things that mattered the most to them, which in turn helped them develop the goals of their projects and decide how they would make a difference. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In reflecting on the Community Project Make for this piece, I realized that what made the make especially useful, was that it wasn’t an add-on--it was an integral part of the students’ process. It helped them think through where they stood on their topics and took the place of more traditional ELA activities that we could’ve assigned students, such as creating an outline or completing an idea web. This ELA make let students experience true agency as the made choices, accessed their own voices, and expressed truly personal interpretations through their work. </span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-2301159847930998402016-10-15T13:47:00.004-07:002016-10-15T13:48:51.406-07:00Me with me--Making STEAM Episodes In this series of hangouts, educators participating in the Intersections project met digitally to engage in a make-experience together. Each video consists of a brief overview of the make, and then time spent making and talking, as educators discuss what they learn through the process and how such a project might play out in their classroom.<br />
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Making STEAM Episode 1: Interdisciplinary Learning through Cardboard Cities<br />
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Making STEAM Episode 2: Boundaries in STEAM with Stopmotion Video</div>
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Making STEAM Episode 3: <span style="background-color: white; color: #262626; font-family: "roboto" , "arial" , sans-serif;">The Science of Translation through a Textile Make</span></div>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-17585792259631667372016-10-15T13:47:00.002-07:002016-10-15T13:47:55.962-07:00Make with me--Making STEAM Episode seriesIn this series of hangouts, educators participating in the Intersections project met digitally to engage in a make-experience together. Each video consists of a brief overview of the make, and then time spent making and talking, as educators discuss what they learn through the process and how such a project might play out in their classroom.<br />
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Making STEAM Episode 1: Interdisciplinary Learning through Cardboard Cities<br />
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Making STEAM Episode 2: Boundaries in STEAM with Stopmotion Video</div>
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Making STEAM Episode 3: <span style="background-color: white; color: #262626; font-family: "roboto" , "arial" , sans-serif;">The Science of Translation through a Textile Make</span></div>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-36931265463454880852016-10-15T13:24:00.001-07:002016-10-15T13:24:17.369-07:00Supporting student dialogue in our online community of makers<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Intersections Charlotte project brought together students and teachers from different area schools with Educators from Discovery Place to engage in student-driven make-based work at each</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKXvqL20cRHIvxbSvulPgOOC3ZyGUKv4WJLlYAEF3Mu9rL4cQQDzckjyLBHMZgOmko2Mu5pv3Mj3rcnAPK5QZatRfq4r-kC4WQJvEXvqPDVuj9nhtkUWhBJy4TXg8NQrU_wAnQFoh_fOwc/s1600/Screenshot+2016-10-15+at+4.18.04+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKXvqL20cRHIvxbSvulPgOOC3ZyGUKv4WJLlYAEF3Mu9rL4cQQDzckjyLBHMZgOmko2Mu5pv3Mj3rcnAPK5QZatRfq4r-kC4WQJvEXvqPDVuj9nhtkUWhBJy4TXg8NQrU_wAnQFoh_fOwc/s200/Screenshot+2016-10-15+at+4.18.04+PM.png" width="138" /></a></div>
of the respective sites. The Making STEAM Google+ community was born out of the necessity to to keep all parties connected through the entire process. It was a place for students to post not just their finished makes, but also work in progress, reflections, and responses to the ideas of others. It was a place for sharing, for conversation, and for inspiration. <br />
<b id="docs-internal-guid-220b75c1-c9fc-7525-7e54-c0eaedf771a3" style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">While students were familiar with operating in social networks in their own lives, there was a bit of a learning curve (for both students and teachers) in discovering how to make this site work in a way that both invited students ownership and and rich feedback on student work. Hitting the +1 button or leaving a comment like “good job” doesn’t give the maker much insight into how his or her production worked in the mind of of the person who was viewing it. This sort of feedback required students to have some specific ways of responding that were open-ended, promoted a conversation, and developed scientific habits of mind that are cultivated through conversation and iteration. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As much as making isn’t a fill-in-the blank sort of venture, having some frames for students to refer back to when responding helped to get them feeling what it was like to see their comments as an important part of a conversation. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Here is a slide Steve used in his class during time set aside for reading and responding to the work in the community:</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="335" src="https://lh4.googleusercontent.com/8d1CuMPmCWna1SpPhI7RdiG0whczeQiY9OQ_maYHCtVn_dBSZHjT0o_jStE787sNQfRCwEzFNICs5JINJGGmPPiXj5nwnpBI6aMEd_MpqdemJS0s2-6GGz8VyzhBej0lxDaz8e5l" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624" /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Below is a a post made by Levar showing a stop motion video he created inspired by the Hunger Games, but taking place in a setting he made from cardboard character that were repurposed army figurines: </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="Screenshot 2016-10-15 at 3.58.55 PM.png" height="415" src="https://lh4.googleusercontent.com/CX5FEH65G_w_5K7Q_hf4asVFhV9oAWgB0azGCZskVnmCaWoH4sLVeU5Bv9Z9za6BjBjRdEmQjLC8SZ59Wn6imjfJ-zPiSLSiTDk_mOi15krKb7Q8U2GyDnIbh7C9WjFAajM3qgIx" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="383" /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The post elicited 19 comments where viewers and LeVar exchanged ideas. Here is a piece of that conversation:</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="Screenshot 2016-10-15 at 3.57.40 PM.png" height="571" src="https://lh6.googleusercontent.com/ONneTsLI3ifde_UFAhAFzFXYsC7K53ObG-z6nHDvJRsJPxxx0jCEKtuh0YGKr87vM8RkA2Mso5lPPmdi2hC5S825LkmukgC4wh8jMqctKlcU2u1VA8tZn7FT3Wmu4ridlqOf-pwl" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="393" /></span></div>
<br /><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">In this conversation that includes students, LeVar’s teacher Steve, and Robert from Discovery place, the feedback posed prompted LeVar to clarify and even provided ideas for future interactions. It all worked to bring in other people as thinking partners and keep LeVar moving forward in his own process. </span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-3169380028878356982016-10-15T10:43:00.002-07:002016-10-15T12:12:20.890-07:00Making across content, composing cardboard cities<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: "times new roman"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Cardboard is the ultimate make material. It’s cheap (or FREE...there’s usually plenty of it piled by the recycling bin behind any school), sturdy, and relatively easy to work with if you have a good cutting tool and some tape or glue. This post tells how a language arts and science teacher collaborated to create a make-based learning experience inspired by content in both of their classes and built with…..cardboard! </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIikvFktniD2e_gbDfbQzKWCdXVMq5nVyQeoopNinWQidJzqs7JfwS2hyphenhyphenvmXOAVb0dAF-drPnWq-zegt9gYcoVrZw8hDKgibdaC-hTZm94DHgPCm2UcG87PqdMM1y97M6NjwPT9l4Osi-9/s1600/Screenshot+2016-10-15+at+11.14.18+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="165" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIikvFktniD2e_gbDfbQzKWCdXVMq5nVyQeoopNinWQidJzqs7JfwS2hyphenhyphenvmXOAVb0dAF-drPnWq-zegt9gYcoVrZw8hDKgibdaC-hTZm94DHgPCm2UcG87PqdMM1y97M6NjwPT9l4Osi-9/s320/Screenshot+2016-10-15+at+11.14.18+AM.png" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBoVsFGV_s-yfZjtEbXQn_TNpPlZvaL9znjyphWJOABgwEh0FtEbVytvHASnvengefEE2KvouWtZNqAx2QQ0JwZEqga35pB6Ry8R6c3UL0NXvLtw93siLmQZlMnhyzLh4iTjLE2RiOx-92/s1600/Screenshot+2016-10-15+at+11.13.52+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBoVsFGV_s-yfZjtEbXQn_TNpPlZvaL9znjyphWJOABgwEh0FtEbVytvHASnvengefEE2KvouWtZNqAx2QQ0JwZEqga35pB6Ry8R6c3UL0NXvLtw93siLmQZlMnhyzLh4iTjLE2RiOx-92/s200/Screenshot+2016-10-15+at+11.13.52+AM.png" width="161" /></a><span style="background-color: white; font-family: "times new roman"; font-size: 16px; text-indent: 36pt; vertical-align: baseline; white-space: pre-wrap;">For this make, students drew upon the setting and novels they were reading in language arts and their learning about sustainability in science class to construct cardboard cities. For language arts, students participating in books clubs, where students read in small groups a novel with a group of their classmates and regularly completed literacy-related mini-lessons and group discussions. </span><span style="background-color: white; font-family: "times new roman"; font-size: 16px; text-indent: 36pt; vertical-align: baseline; white-space: pre-wrap;"> The novels, 20 or so in all, spanned in genre from biography to dystopian fiction, but fit thematically into the unit being taught, which focused on responding to injustice. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZodg-SsCFv378wgu0LUk9tWkuzjGXXdkKQ3I5O-QE3ST7SxyoYRmeF12djY1VvQFVtkCR_Abq3AYm3N0-ngGK4gpUZXoZWLk0fpjjnufr1Nc_gJ3m74q4PVs_6kLXVonYaLbEk5eELWMg/s1600/Screenshot+2016-10-15+at+11.12.53+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="137" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZodg-SsCFv378wgu0LUk9tWkuzjGXXdkKQ3I5O-QE3ST7SxyoYRmeF12djY1VvQFVtkCR_Abq3AYm3N0-ngGK4gpUZXoZWLk0fpjjnufr1Nc_gJ3m74q4PVs_6kLXVonYaLbEk5eELWMg/s320/Screenshot+2016-10-15+at+11.12.53+AM.png" width="320" /></a></div>
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<span style="background-color: white; font-family: "times new roman"; font-size: 16px; text-indent: 36pt; vertical-align: baseline; white-space: pre-wrap;">In science, Tiffany was teaching an earth science unit on natural resources, with content and discussions focused on constructing a conceptual understanding of sustainability in the world today. The setting and events of the novels would serve as starting places </span><span style="background-color: white; font-family: "times new roman"; font-size: 16px; text-indent: 36pt; vertical-align: baseline; white-space: pre-wrap;">for the cites’ construction, and the decisions students made while constructing them would be made through the lense of sustainability. </span></div>
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<span style="background-color: white; font-family: "times new roman"; font-size: 16px; text-indent: 36pt; vertical-align: baseline; white-space: pre-wrap;"><b><u>City planning and hacking the school day</u></b></span></div>
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<span style="background-color: white; font-family: "times new roman"; font-size: 16px; text-indent: 36pt; vertical-align: baseline; white-space: pre-wrap;">Students in one of Steve’s classes (perhaps considering what they had learned about sustainability with Tiffany) raised the concern that there would not be enough space for 20 cardboard cities to be built and suggested that groups build collaboratively. With a bit more discussion and negotiation, both the teachers and students settled on the idea that groups would add to one of four cities depending on the time period their novel took place, thus giving rise to the Historic City, Modern Urban City, Modern Suburban City, and Future City. </span></div>
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<span style="background-color: white; font-family: "times new roman"; font-size: 16px; text-indent: 36pt; vertical-align: baseline; white-space: pre-wrap;">In planning how to organize this make, Steve and Tiffany (as well as their students) felt like one hour a day was nowhere near enough to really dig into a make, and Steve and Tiffany wanted the make to be inspired by more than just a single entry point from their class content; rather, they hoped to see what students made and the content of their classes serve complementary purposes that deepened over a period of time. The solution they decided on was a make that took place over the course of five weeks, with one day per week being devoted to making. On this day, during the time that students had ELA and Science, they would go to the room where their city in progress was located. Two were in Tiffany’s room, and two were in Steve’s. </span></div>
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<span style="background-color: white; font-family: "times new roman"; font-size: 16px; text-indent: 36pt; vertical-align: baseline; white-space: pre-wrap;"><b><u>Supporting the making and iterative process</u></b></span></div>
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<span style="background-color: white; font-family: "times new roman"; font-size: 16px; text-indent: 36pt; vertical-align: baseline; white-space: pre-wrap;"><br />Sometimes students would continue right where the left off, but other times students would consider the new events that they had encountered in their novels or new concepts that had been introduced in science during the week since they had last worked on the structure and use this knowledge to revise what they had been working on. It wasn’t just the new content students had to consider, though. Steve and Tiffany introduced new materials and possibilities into the makerspace each week. The foundational materials students needed to construct (cardboard, scissors, glue) were always on hand, but over the course of the make students also were invited to paint, add working circuits to light LEDs, and also to use their cities as settings for stop motion videos. </span><br />
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<span style="background-color: white; font-family: "times new roman"; font-size: 16px; text-indent: 36pt; vertical-align: baseline; white-space: pre-wrap;">Read more about the project and what students thought about it in the article from a local newspaper below:</span><br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-9981957087093536542016-06-23T15:48:00.000-07:002016-06-23T15:48:05.834-07:00Integrating "Make" into the Curriculum; Navigating and Altering the Linguistic Net - By Tony Iannone<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center; text-indent: 36pt;">
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<span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My first “real” attempt to bring the concept of “make” into my 4th grade classroom came as a result of my involvement in the Intersections Project. In collaboration with my Discovery Place thinking partners </span><a href="https://docs.google.com/document/d/11MIddpU40oqiyBwCbFSfPgGeV3-xff96ksjh4DHhtSo" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">I devised a culminating project</span></a><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> my students would engage in as they finished a Science unit on Nutrition. Prior to my involvement in this project I questioned whether or not the informal, authentic process of “thinking like science expert” that my Discovery Place partners brought to our collaboration would mesh with the more formalized manner that science is taught in schools. It is easy to understand why pressure coming from things like curriculum guides could complicate the manner in which “makes” find their way into public school classrooms. The language of a curriculum guide includes standards, objectives, and descriptions of activities; literally spelling out what is supposed to be done relevant to the content it was created for. Over time, this language can place a sort of linguistic net over the rich experiences of students during MAKE cycles. This net (a systemic construct that is neither malicious nor benevolent) through language, ends up determining what is a learning experience, how students grow, and finally what learning looks like at any given moment in our classrooms so as to report out to the world the kind of learning that is taking place. This resource seeks to construct something different, an image of possibility for educators, leaning on what might, at first glance, seem familiar (</span><a href="https://docs.google.com/document/d/11MIddpU40oqiyBwCbFSfPgGeV3-xff96ksjh4DHhtSo" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">how a teacher could navigate her way through an upper elementary Nutrition unit</span></a><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">), when it comes to considering the ways in which “make” finds its way into our classrooms. As we move forward, cultivating our own images of what is possible, reflecting about them with our students and each other, we can begin to speak back, maybe even re-define the systemic construct mentioned above. </span></div>
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<span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Nutrition Make</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Prior to the project the students participated in several experiences, some traditional, some quite unique given the formal setting of the classroom. The traditional experiences included reading information related to nutrition in their Science textbooks and </span><a href="https://docs.google.com/document/d/1ty0a-csrZow9--Iyi7gqhVjFMAmN3sl7shB-hwK62uw" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">taking notes</span></a><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> about the readings. One unique experience involved getting the students to learn about how much fat and sugar is in a typical fast food meal; thanks to a really exciting, interactive lesson my Discovery Place thinking partners led with </span><a href="https://drive.google.com/open?id=1DoIitscy17IreWpHS17mEj1zvRgJywnQtA" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">the class</span></a><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. The informal (social) nature of this experience; hypothesizing, measuring, recording, thinking, discussing, and reporting out seemed very far away from the more formal (isolated) approaches where students would read and answer questions about that reading. To say this experience was met with high levels of joy and enthusiasm from my students is a mere understatement! </span></div>
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<span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="468" src="https://lh4.googleusercontent.com/9Hc15n9_-of74gBMphU3VVsnqHGahb1nNx19WtQJX_ulNYgK7DGltTC2T7437cSO5uPpX_470VgnaFtVaM16Fn2--B9FmJ7NyZZ3IhpPYFyEwoLN8SO6xxMkaxLTgzGHXbESpt_H" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624" /></span></div>
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<span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We had the students reflect, in their notebooks, about what they were learning and how change (defined in this case as the choices one makes regarding his/her dietary choices) can be positive or negative. </span></div>
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<span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="225" src="https://lh5.googleusercontent.com/PXTJfFSTlZOoFX03rmOE62wBxKopyvr0O9WxzhrHS8vaYDR-9kvEkVGTSHBAkPcGCrrh2bMG6-5k3JkfOMQnCFVhYR-gtgpY6xXBvIXCOIIx1SXS9U445gYtPbRirMDrHMOkk9og" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="300" /></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Choosing to layer the theme of change over the standards and objectives for the Nutrition unit was a decision we made prior to the beginning of the school year while planning with together. We were looking for a way to bring some critical thinking and complexity into an otherwise standard science unit. We wanted the students to be able to "bridge" what they were learning in science and literacy in a somewhat sophisticated fashion. Interdisciplinary thematic instruction includes taking large scale themes, like change, and generalizations like </span><a href="https://drive.google.com/open?id=1Q-av_jbMLQ-antcy5MpNH5l0X2LRxd7sIw" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">"Change can be positive or negative;"</span></a><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> layering both over the curriculum so that students can use the content, (the Nutrition unit in this case) to prove or disprove the generalization while learning something new about the theme. As the Nutrition unit came to a close we wanted the students to engage in a “make” that would enable them to “mine” the experiences, reflections, and ideas related to change they had engaged in. Why might you ask was this “make” integral to the overall experience?</span></div>
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<span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Why it Matters! </span></div>
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<span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One of the tenants of </span><a href="https://docs.google.com/document/d/1mbV0cHAuEm7Sxilur83qSRmVCVsFB5kKwkYF931xZ2Q" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">“make”</span></a><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> is that it, </span><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“invites students to make things with words, with natural and manmade materials, and with their ideas of how to make their worlds.”</span><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> We proposed the following to the students; create a collage, using images and text from magazines, art supplies (pipe-cleaners, glitter, ribbon, stickers, construction paper, markers, colored pencils, etc.) to “make” a representation of concepts learned throughout the unit. The collage also had to show evidence of the generalization “Change can be positive or negative.” By participating in this “make” students were in essence re-presenting their understanding of a concept (nutrition) that had been presented to them throughout the unit; they were “making” new and unique images of what nutrition meant to them. Being asked to re-present your understanding is different than being asked to re-produce what has been presented to you. Re-presenting implies you are capable of being creative both textually (with language) and concretely (with materials) you have at your disposal. Re-presenting implies that from this creativity, you have something important to say. Re-presenting implies that what you have to say should be shared, with others as you engage in “making your world.”</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Another important tenant regarding the concept of “make” played itself out during this culminating project. Make, </span><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“use[s] content specific to a grade levels' course of study and [is] literacy rich, asking students and teachers to share, reflect, loop back, remake, revise, remix, and connect with others.” </span><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The content specific to my students’ grade level was nutrition. The content was literacy rich in that I pulled material from the students’ textbooks, trade-books, as well as online materials. Throughout the project we shared ideas with each other as the students planned what to include in their collages. Typically there is not space for sharing, reflecting, looping back, remaking, revising, remixing and connecting within the confines of formal learning. Skype chats, Google Hangouts, real-time, in person meetings with both my thinking partners from Discovery Place and my National Writing Project colleagues helped me facilitate this informal, authentic, and crucial component to the culminating project.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Typically, due to the linguistic, systemic net that is cast over teaching and learning, teachers are supposed to present content, students are supposed to receive it, then reproduce it in the form of some kind of standardized, formative assessment meant to measure what was received. Working against from within this “net,” the students looped back to the literature/content (they received) as well as the notes they had taken, not to reproduce what they received, but to put their collages together in an attempt to ensure that what they were “making” was a re-presentation of what they had learned.</span></div>
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<span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Here is an example of student’s MAKE...a re-presentation of what was learned...</span></div>
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<span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="384" src="https://lh3.googleusercontent.com/pCfwj_QxRmtGb1GPjA9K_toopPeWO0pp2woHstoqTBoskaefMtJ4m0gS_ZAB3ZSSHVeMQLED0eXILWjKnKnWMEB_Ec5jEbUOr1rdBMR6lxFG-x49U3Xdym9NOSKYSF5CGIS8E4wX" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="511" /></span><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: 'Droid Sans'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This student’s collage focuses on what she learned during the Nutrition unit. She has arranged what she has learned about food into 2 categories, foods that are healthy and “junk food.” What sets this MAKE apart from others is an integration of the theme and generalizations explored over the course of the unit. This is evidenced strategically around the outside of her collage. Most notably, the student placed the theme at the top and bottom of the collage. The generalizations; “Change can be positive or negative” and “Change can be person-made or natural can be found on the left and right of the collage. A closer look at her writing (see the index cards) reveals that these thoughts about change are not just placed there “for show.” She encourages her viewer to think about her placement of the words and phrases and why thinking about food this way “should motivate you to eat healthy” and “not eat junk food all the time.” Her classmates acknowledge the intent of her work (as evidenced through the 3 sticky notes) showing that her message resonates with them. The results of my student’s efforts may not necessarily be measured via standardized testing...but (as witnessed in the example) are equally important in order for children to re-imagine what is possible from their position as student learners engaged in JOYFUL learning experiences!</span></div>
<br /><br /><br /><br />Cindy Urbanskihttp://www.blogger.com/profile/01433246110917852363noreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-9338919329477280532016-06-22T11:29:00.001-07:002016-06-22T11:29:09.372-07:00Eighteenth Century Theme Parks - By Sally GriffinThe students in my high school senior English class have pretty much sunk into the routine of high school: write the paper get the grade, do the homework and get the grade, take the test and get the grade. They don't necessarily look for anything exciting; but are surprised when it occurs. My students were particularly surprised and delighted when they were asked to discuss the damage the trash that we accumulate could be doing to our earth and then were asked to describe some things we could do to change that. That is how our "maker faires" in our classroom began. <br />
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One of the most difficult units for my students to grasp is the literature of the eighteenth century. The reading is tedious for them and they often just don't do it. But the eighteenth century is full of inventions (the age of enlightenment), new writing genres, satire, and discovery of self. It also marks a time when people came to see the human being as distinct from nature. Suddenly the earth was less important than what man could create even if it meant destruction of the earth. This became a concern for the class as we moved through the fiction and nonfiction of the period. My classroom was filling up with recyclables (in our own humble attempt to save the earth). The students loved the idea of using up the recyclables to build theme parks that would reflect what they had learned about the eighteenth century. Many of them were taking physics or biology and were anxious to incorporate ideas from those classes into their English class. The first year we made theme parks, they were somewhat elaborate (depending on the particular group's understanding of the literature) but always creative. The next year, I upped the ante by requiring that some or all of the park offerings move. The physics students were ecstatic. They found toy personal fans, stripped the motors, and attached them to Ferris wheels, petticoat rides, roller coasters, and other rides and attractions. Some of the students used string lights to create different effects for different areas of their parks. The mixture of ideas from the twenty-first century and the eighteenth century did not seem to bother them as they created rides of the future and gave them eighteenth-century qualities.<br />
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The theme park offers a way to assess student learning. I always have thought that I needed to see what each student—independent of the others—is doing and knowing so that I can know what I need to do to help this student "get it." I can see from what they build how they understand the assignments and what connections they are making. That helps me structure future lessons. Students went back to the pieces they had read, making sure they were correct and searching for innuendos that would make their park more interesting. Each student contributed to a group paper describing the theme park for visitors and each student wrote her own paper about the experience. Several wrote that they learned more about this unit than any other because they were left alone to do their own research and to choose what was important to them. <br />
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In high school, students easily put what they are learning in each different class in a different box or notebook and leave it there---sometimes forever. The maker movement in my classroom forced them to use what they were learning in other classes to complete the assignment. Before the advent of testing and teacher paranoia over getting in the tested curriculum, students were free to let their minds roam from one class to another and teachers from different disciplines actually had conversations and incorporated each others' disciplines in their lessons. These students had an opportunity to experience the interrelatedness of the disciplines through these makes. They became responsible for their own learning and did more research and actual learning than they would have done without the hands-on experience. <br />
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The use of recyclables to create the projects took on its own life. Suddenly students began to contemplate how they could remake something that had become obsolete into something useful. They became more aware of what could be recycled and what went into the landfill. They went to the physics/biology teacher for more information and for the life of items in the landfill. The combination of creating out of unwanted items, reading environmental stories and accounts, discussions, and writing about it brought about change in our community—one that promises to continue as we continue to create new opportunities for learning through makes.Sall<br />
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<br />Cindy Urbanskihttp://www.blogger.com/profile/01433246110917852363noreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-34045654681390726582016-06-21T14:44:00.001-07:002016-06-21T14:44:57.901-07:00Angry Birds Tinkering<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<a href="https://lh5.googleusercontent.com/VstGruQxuZn-LszA-TjK9Ob0gfH_L12zMzS7amo_soLRH1KCPg5PHmlJCwMq6xeGBa0BD0G2tuj6WYcDCOYjLrfTRj9Vf4jGiEBpHIhMRARWyGRYNDCUveO6F5X7wEsGc6tsxRBg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="IMG_4194.JPG" border="0" height="225" src="https://lh5.googleusercontent.com/VstGruQxuZn-LszA-TjK9Ob0gfH_L12zMzS7amo_soLRH1KCPg5PHmlJCwMq6xeGBa0BD0G2tuj6WYcDCOYjLrfTRj9Vf4jGiEBpHIhMRARWyGRYNDCUveO6F5X7wEsGc6tsxRBg" style="border: none; transform: rotate(0rad);" width="300" /></a><a href="https://lh3.googleusercontent.com/U5KfW4-Era4zW3qqOieSmNEW4Z6I76RKv5885KrEmWdbwSoAJofDozHQ0t2PXzVNUh5WM6law-W-8fYSg7GHRJsGVHW-rIHFM-NaoW0_ESHGZfcOJMgpXy1YbnFhl_yZkrJd_l9L" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Catapult.JPG" border="0" height="392" src="https://lh3.googleusercontent.com/U5KfW4-Era4zW3qqOieSmNEW4Z6I76RKv5885KrEmWdbwSoAJofDozHQ0t2PXzVNUh5WM6law-W-8fYSg7GHRJsGVHW-rIHFM-NaoW0_ESHGZfcOJMgpXy1YbnFhl_yZkrJd_l9L" style="border: none; transform: rotate(0rad);" width="294" /></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In the late fall five year old Izaiah spent weeks re-creating and extending scenes from the game </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Angry Birds</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> by building small block structures and knocking them down by tossing another small block at them. Eventually he decided to construct a catapult to launch items into his structures. On the day the photo here was captured he was particularly engaged in this task. He had already spent some time playing around with the catapult idea and for about an hour on this day he used various materials and the support of a thinking partner and mentor (Lacy) to try to get the catapult to work in the way he wanted. First he tried a zig- zag arrangement of yarn; then he hot glued the popsicle sticks as a platform. He backtracked and tried just one piece of yarn and added support blocks to keep the catapult stable. As he worked he and Lacy talked about the materials he was using. They talked about how the yarn seemed tight, but then would loosen and become slack. Izaiah decided he needed something stretchy. Lacy offered the idea of elastic and fished a piece out of the sewing basket for him. This worked a bit better and the block did get some launch movement. Another child came by and offered that Izaiah needed something like a rail to keep the block on the platform during launch. So Izaiah and Lacy tried to attached pipe cleaners to get this effect. With each small adjustment Izaiah tried launching a block. Usually with little forward movement, but with a lot of joy in building a structure to knock down, making noises to launch the block and storytelling about what was happening with the pieces. Lacy and Izaiah got some okay launches in by the end, not perfect launches, before Izaiah decided to turn his attention elsewhere. Later when Izaiah and Lacy looked back at the photos of the catapult he offered this poetic reflection:</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">An angry birds launcher</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Angry Birds space</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Put a block to destroy the castle</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I wanted to play</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Angry Birds Castle</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If you pull it,</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">you need something</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">to hold on to it.</span></div>
<br /><br />Cindy Urbanskihttp://www.blogger.com/profile/01433246110917852363noreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-31728326999104205782015-09-07T13:09:00.000-07:002016-06-23T07:08:00.003-07:00Formal and Informal Learning Can Coexist Within Varied School Worlds by: Tony Iannone<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Formal and informal learning can coexist </span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">within varied school worlds.</span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Imagine the following scene; an elementary school teacher and his Science thinking partners (from Discovery Place) have just placed an array of materials in the middle of his fourth grade classroom. The materials include (among other things) used and broken toys, construction paper, art supplies like construction paper, markers, crayons, duck tape glitter, pipe-cleaners, glue-sticks, glue guns, and tissue paper. The school teacher’s Science thinking partners add to the mix, bringing tools like screwdrivers, scissors, and hammers. The room is buzzing with excitement as the students anticipate how the materials assembled have anything to do with what’s supposed to be happening this morning. The teacher moves to the middle of the room, gets the students’ attention and states, “This has been an amazing year of discovery! We have learned a lot from each other. To honor our learning journey together Maggie, Michael, and I have compiled this assortment of materials you see in front of you. Your directions for the next 90 minutes are simple, get up and MAKE something.” Because of their previous experiences with the adults in the room, the students were up, out of their seats, eager to get started, before their teacher finished his last thought! What ensued was a 90 minute exploration into what was possible via thinking, collaborating, problem-solving; MAKING!</span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The scene depicted above is rooted deeply within a concept known as MAKE. By MAKE, I mean a process that involves (but is not limited to), inviting students to literally, make things; with words, with natural and man-made materials, and with their ideas of how to make their worlds. MAKE (within the context of school) uses content specific to a grade levels' course of study and is literacy rich, asking students and teachers to share, reflect, loop back, remake, revise, remix, and connect with others. How does a teacher, situated within a school world predicated on formal learning, partner up with Science educators from Discovery Place, an organization established on the premise that informal learning is what ignites wonder to create space for students to learn, and, through experiences like the one described above, balance both forms of learning? The short answer; through participation in collaborative happenings like the Intersections Project. Not enough detail? Want more? Keep reading. Understand though, before you proceed that the long answer is a bit more complicated, nuanced, and full of twists and turns. That should not stop </span><span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">any</span><span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> of you though because if you are reading this resource, you are, like me either a teacher or some variant of educator that spends the majority of your day working within this complicated, nuanced, “twisty-turny” world. It is very familiar terrain so, come and join me!</span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Formal and informal learning can coexist </span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">within varied school worlds.</span></div>
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<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The path ending with the MAKE described above comes through hours of negotiation; negotiation with pacing and curriculum guides, with administrators curious and simultaneously supportive of how Science and Literacy intersect through the concept of MAKE, with the Science educators from Discovery Place in an effort to align both forms of learning, and finally with the students, who come to the classroom well versed through their many and varied experiences, in both forms of learning yet a bit tentative as to how both can intermingle within their classroom. Negotiations of this nature are not foreign to anyone reading this piece. Like me, you engage in similar forms of negotiation daily as you attempt to construct (dare I say; MAKE) a learning experience for your students that will result in your students getting the most out of the instructional day. </span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Formal and informal learning can coexist </span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">within varied school worlds.</span></div>
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<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">For me, the path has been paved through my participation with the Intersections Project. This project paired classroom teachers like me with Science educators from Discovery Place in an effort to inquire into the intersections of Science and Literacy, as well as formal and informal learning. My participation has taken many forms; both outside of the classroom, through planning sessions and within the classroom. A recent example of participation took place in my classroom while I was teaching a Science unit on Electricity. This example, in my humble opinion, shows the potentiality that lies within both an exploration into the intersection(s) between Science and Literacy as well as the convergence of formal and informal learning. It shows that…</span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Formal and informal learning can coexist </span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">within varied school worlds.</span></div>
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<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I decided to start the Electricity unit in a traditional (formal) manner; I read some of the material in the science textbook, in an effort to orient the students in ways to read this sort of text. Informational text is typically not read in the same way one reads a novel. I wanted the students to see the difference so, as I read, I thought aloud about the content, made comments, posed questions, and noted things that I found interesting. Next, I had them read several lessons from the textbook. All I required of them during this time was that they emulate what they saw me do while I was modeling how to interact with the text. One way I get students up and talking to each other is to have them find a friend, stand back to back with that friend, then turn and talk. To start the conversation I may invite the taller student to start or a student wearing white shoelaces. If both students meet the requirement, I ask one of them to just invite the other into the conversation. They were charged with commenting on the text, posing a question to their partner; only if they had one, and talking about something that interested them.</span></div>
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<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Next, I had the students take notes. I’m charged with helping my students recognize different forms of energy (like light, and electrical) and to think about how these varying forms create change. They needed a way to capture their thoughts. So, it only made sense to have them use daybooks, as a place to do their </span><a href="http://www.heinemann.com/products/E01229.aspx" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">thinking out loud on paper</span></a><span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Specifically, I had them use a strategy they were very familiar with; the </span><a href="https://docs.google.com/document/d/1ty0a-csrZow9--Iyi7gqhVjFMAmN3sl7shB-hwK62uw/edit" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">dialectic journal response</span></a><span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Formal and informal learning can coexist </span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">within varied school worlds.</span></div>
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<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">At this point, we are still within the realm of formal learning and you are probably wondering, where is the convergence with informal learning? The convergence comes when formal learning experiences like the one I have portrayed here include informal experiences. Before I proceed, I feel, for the purposes of this Resource that I need to define what I am talking about. This definition is by no means definitive; it merely provides an image of what is possible. That said informal learning experiences can involve tinkering, specifically the manipulation of tools in an effort to make something. This tinkering can be done in isolation, working by oneself or in conjunction with others, tapping into the collective intelligence. Throughout the school year my students have had many opportunities to tinker as they’ve explored the “intersection” of Science and Literacy. This tinkering has come in the form of several MAKES. The tools have been as simple as construction paper, pipe cleaners, and glitter to the more sophisticated like screwdrivers, hammers, saws, and electrical tape. With these tools the students have constructed diverse images of learning ranging from collages that represented their understanding of Nutrition concepts to re-presentations of animals and their adaptations made from bits and pieces of old toys.</span></div>
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<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">After the formal learning experiences focused on electricity, I wanted to see what would happen when the students were given tools and merely prompted to, “MAKE!” So, as the students walked into the classroom, 2 days before the end of the school year, I informed them that we would be doing one more MAKE. Like the MAKE that opens this piece, I proceed to take out the tools, construction paper, cooper tape, surface mount LED lights, and ion lithium batteries. I told them they could do whatever they wanted, working alone or with friends. The only (direct)-ion was; MAKE something! I stepped aside and watched. </span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Formal and informal learning can coexist </span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">within varied school worlds.</span></div>
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<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Some students chose to work alone. Many decided to work with a friend. Before I knew it one of my girls had figured out how to get the lights to “light up” using all of the tools at her disposal. Words cannot describe the look on her face, the success she felt in that moment. She immediately went to a friend to show her what she’d done. From that moment on, it became the collective mission in the room to help each student experience that same success. In order for that to happen, they figured out that they were going to have to work together. The only thing I did was provide more tools when students needed more. I had only allotted 45 minutes for this MAKE. However, the collective momentum and desire for each student to succeed propelled the experience to 90 minutes.</span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Formal and informal learning can coexist </span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">within varied school worlds.</span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It is my hope that after reading the experiences here that you reflect on your own classroom practice. I am confident that as you proceed with that reflection you come to realize that what you’ve read here isn’t necessarily too far away from your own practice. The differences, if any, are nuanced; predicated on a belief I have physically placed throughout this piece…</span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Formal and informal learning can coexist </span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">within varied school worlds.</span><span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: transparent; color: black; font-family: "courier new"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
Anonymoushttp://www.blogger.com/profile/02694482649924644390noreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-14776038368192631032015-07-30T10:06:00.002-07:002015-08-12T07:35:25.031-07:00Paper Engineering<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The door to my 8th grade classroom opens, and in walks a group of the district’s administrators and central office staff, including the superintendent and three principals from our district’s high school. My students don’t seem to notice, seated silently in rows, deep in their own thoughts, their attention is fixed on the computer screen sitting in front of them. </span></div>
<b id="docs-internal-guid-e5475eed-dfea-e183-c746-a9b6f0e70642" style="font-weight: normal;"><br /></b>
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<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The group of administrators, whisper among themselves, and start back towards the door. I make eye contact with the superintendent, who whispers to me, “I’m sorry, we don’t want to disrupt. Are you testing?”</span></div>
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<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Even better,” I say, “we are writing reflections!” </span></div>
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<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">There was a pause as they stopped to consider this, perhaps trying to make sense of the scene before them. Twenty-five 14-year-olds, oblivious to the visitors in the room, absorbed with the document open on the screen before them, typing like they could not get the words out fast enough. </span></div>
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<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I continued, “Students are writing reflections on what they had learned through the process of creating pop-up books. You should definitely stay and see what this group of rising 9th graders can do.” I directed them to a counter, lined with carefully crafted books, each telling a story that mattered to students, and invited them to experience the students’ work. They browsed through the books, in awe of the craftsmanship and maturity of the content. As they read the books, which spoke to subjects including addiction, bullying, urban crime, sex trafficking, and genocide, subjects that students chose inquire into. I also added that the students made videos of their books for publication on social media, arranged to have them put on display in the teen section of the public library, and planned on hosting a maker-faire in Discovery Place where they showed others how to create them. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="337px;" src="https://lh4.googleusercontent.com/PRlAPtIiPxjkUHDoSIb-pfHlCvJ6-slLZ0Kt-acQ_jb1bwZtTUBAOfYSXk3jnfVW9KQg14VCqfX_kHGTdg2bZwHDTsSEdWX8JHvxQFQ4KYEsHk2l4c1UzzX2IlvWYo00Erro5PI" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="372px;" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="368px;" src="https://lh4.googleusercontent.com/Ry1N_OM0xT0zDYH1-pL5XUoSkL61hk_ZKAz3qY4gvI5Aumbr1IRjclpyzMrCIhtejGMxC9pCeBc5MqRxtZWShSYT9gKGYqaeFF8O7iKkN1M78D9fijHjnV1YdHk0JR06OektbtQ" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="292px;" /></span></div>
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<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Rightly so, they were impressed with what what they had seen. But what they hadn’t seen, what was most important about what these students learned and composed, was the innovative space created in our public school over the last four weeks: the chaotic, organic, and connected experiences that students were writing so intently about. This was the story that needed to be heard. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Speaking quietly to this interested audience over the sound of clicking keys, I began to tell them the story of a classroom that looked very different over the last four weeks. </span></div>
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<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">-----</span></div>
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<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Over the last two years, I have been working with the science teacher on my interdisciplinary team, Tiffany Green, to incorporate experiences for students to make. Open-ended experiences that encouraged students to produce, rather than consume, where students took the reigns to decide what to make, how to make it, and what content was important enough in their lives to make something about. Though our curricular “content” was interwoven throughout each make, Tiffany and I also both knew that empowering students to make, regardless of where, or if, the content fit, worked at the heart of what each of our subjects was about. </span></div>
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<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As a Language Arts teacher, I saw make fitting in perfectly with how we use literacy to reconstruct our world. It was an act of composition, with words and images. An authentic experience in negotiation and revision. And for Tiffany, make represented the process of doing real science, the sort where you explore and tinker with the world to figure it out. We both wanted our students to be makers. We wanted them to develop these skills and habits of mind fundamental to working and learning in our respective fields, yes, but more importantly we wanted them to have a school experience that developed their sense of agency and empowered them to engage with their worlds. With the support of the other like-minded UNC Charlotte Writing Project Teacher Consultants and other and their students, that’s exactly what we did. </span></div>
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<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The idea we had with making pop-up books represented an approach we hadn’t before tried, around a medium that neither of us knew much about. But pop-up books interested us, and felt like a nice fit into what we wanted students to explore through make. They’re a genre typically found in children’s hands, but the construction of them is more than childsplay. It’s math, it’s science, it’s writing, it’s art. It’s paper engineering a story and a great medium to convey a message just to be read, but experienced.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Make, part 1--The Set-up</span></div>
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<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The project grew out of novels students were reading in my 8th grade ELA class. The novels, 20 AYA titles that in some way fell under the broad theme of injustice, were read by students in small book club groups, or literature circles. Towards the conclusion of their novels students brainstormed themes and subject matter related to the text that they felt was important to their lives and/or community, and used this area of interest as a starting place for both research and creative writing. Writing that students would riff off for the storyline that would guide the books they would soon be engineering. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Building a pop-up book required students to be able to do more than write a compelling narrative; they would also need some familiarity with the mechanisms commonly employed while creating them. Robby Stanley, the Make Embassador from Discovery Place, and self-taught (over the two weeks prior to this project) paper engineer, collaborated with Mrs. Green to transform her classroom for a few days into a paper engineering workshop. With plenty of scrap paper, scissors, and markers on hand, the two teachers guided students as they worked through iterations of each of the four mechanisms commonly used in pop-up books: pull tabs/sliders, flaps, layers, fold-outs, and wheels. </span></div>
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<table style="border-collapse: collapse; border: none; width: 624px;"><colgroup><col width="*"></col><col width="*"></col><col width="*"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Pull Tabs</span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="114px;" src="https://lh3.googleusercontent.com/uRh02YR4pS5MxC5hWh9ECxRN9o_u_uWC8ManKPJnbT9L1o9U0ANkMlhhOAYL47nPRzYK2uGXJytNqGlToPKvHDvX7O0U_7-Xjm69PCTvi1xfUsUY2aPx2Oqj3StufoJ_jK0Kkgo" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="206px;" /></span></div>
</td><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Flaps</span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="143px;" src="https://lh6.googleusercontent.com/6n8TgNtFO3TvaVd8a8SDhyNlUY6pGpT9ceOQq7eIiATr5XMishZWwBDY7hi3i_IgGkp1V8SYOAHAG2I1LlXHyzCEiIRIhkT1pM8b-3anCH3C3zTcfpA45aUgkXNZOXkElTKXqIM" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="193px;" /></span></div>
</td><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Layers</span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="115px;" src="https://lh4.googleusercontent.com/g87JyPPlcUmbx-XgTuaMPA2V5RRwniSgNNKkPs1AlJH3zgtIMtZXlV8_1JUArcYjUygWRT84lMn0kaa7Jn0zn7t0Sdvt8sBDJ7_9zPZ5-V-X6oGTX8qhR57lh46ylLYNZ7oVlMY" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="193px;" /></span></div>
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<tr style="height: 0px;"><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Fold-Outs</span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="188px;" src="https://lh3.googleusercontent.com/IO9AaOeHa5slR06VvdMPU_5L9kJAi38pqOpnla0hNTAPqBMz7nbuoPIHneh95rCfM9zmp5gQrvjxCSde_2yc9LFUUXEzLSFY3xqa-0Zunc2UTa0ntVU4ys5HJHtbL2SGEhGPHjY" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="193px;" /></span></div>
</td><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Wheels</span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="168px;" src="https://lh3.googleusercontent.com/ig903Lmp3HKsd2XJ6jYA4VO-vTOPjhPIxeMYWq9TbsSkvQ7bwopkH1cDQS4Iw-medHW-adQlIgyqTpn8K2i6Tp2mQkU4LaiNTblXnvDl9jpuwl02OhLMA887fSu6kfIfZ34IXps" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="193px;" /></span></div>
</td><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;"><br /></td></tr>
</tbody></table>
</div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">There was a spirit of play that pervaded the classroom as students tinkered with the craft of paper engineering. Each day, Robby demonstrated the approach to making a different mechanism, but that didn’t necessarily mean that a student was bound to master it that day. Some would use their time to continue to refine a mechanism introduced the previous day, gaining assistance from Robby, Tiffany, or a classmate if they needed it. Other students used this time to explore, perhaps decorating the mechanism they created and figuring out what moving paper could enable in their art. Others used this time to invent, to modify an mechanism for a new purpose or play with combining mechanisms to make them work together. </span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">And when a mechanism didn’t function as it was supposed to, which in most cases it did not the first time through, students were encouraged to figure out why. Robby encouraged this on the first day, telling students that they were engineers, and the job of engineers could be summed up in two words: “solving problems.” Students folded and cut, refolded and recut. Early iterations were piled on a table in the back, and students frequently went back to this table to pull out scraps to try out something they weren’t sure of, or repurpose what another had discarded. </span></div>
<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Learning about Learning</span></div>
<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Through this low-stakes, playful paper engineering workshop, students learned the basics of the craft, and just as importantly, they learned about learning. They began to re-see the importance of just diving in, even if the first try doesn’t work out. The developed a playful attitude towards discovery and learned what it means to tinker, to play with materials without knowing what they will become. and to persevere and solve problems. In itself, Robby and Tiffany’s paper engineering workshop was an experience that mattered, but what made it more than a successful experience, what made it powerful was what came next: the opportunity for students to put all of these skills and awakened habits of mind to use to compose and speak into their world through building a pop-up book. </span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Make Part 2--Composing Workshop</span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">On the days while students tinkered with paper in Science class with Robby and Tiffany, in my class they were finishing and sharing their creative writing pieces, negotiating collaborative groups and the stories that their books would feature, and beginning to storyboard the individual pages. And at this point, I stepped out of the way and gave over the control, and for the first time, making this book felt less like a project and more like a make. </span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">While all students were creating a similar form, how they crafted that pop up book--from the story it told, the pop-up mechanisms it employed, the ways illustrations supported and interacted with both, was up to them. What was also up to them, and perhaps the greatest challenge, was how they figured out how to make this all happen as a group. It was a process of constant negotiation and iteration. It wasn’t neat or easy, and fraught with unexpected challenges and frustration. In other words, it was a space that was rich with learning. </span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">While it wasn’t uncommon for students to add a page they started to the scrap table because it didn’t work out they way they had envisioned, as the week went on, it also became more common for students to go back to this scrap table and build prototypes models of the before working on the actual page of the book. And it seemed that the more students iterated, the more they also innovated. They also began branching out from the models Robby had shown them. Students combined mechanisms, for example, integrating a slide into a wheel. They searched youtube and discovered more complex ways to engineer paper. And they even played around with introducing new materials into their book, like string, duct tape, and electronic circuits made from led lights, copper tape, and coin-cell batteries. </span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The cycle continued and grew, and with it students’ excitement and investment. The week I had set aside for students to make was nowhere near enough, nor was the extension I gave. By the time we came to the new deadline we agreed upon, students books resembled something far different, and greater, than what they initially conceived. </span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It was the most rigorous experience with composition that has ever taken place in my classroom. </span></div>
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<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">-----</span></div>
<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>Writing and Making our World</b></span></div>
<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This group of administrators seemed content as they left my room on what was a much longer stay then I’m sure they envisioned. They seemed excited about the work that was happening, One commented on the way out that it was great to see students who took writing so seriously. I understand why she said this. The level of involvement of my students in their writing was uncommon. I hope, though, that something that she and the rest of my visitors took away was was the importance of our informal makerspace for student writers. Writing is, of course, making, and making, minus the printed words, is no different than writing. Some of this I saw to be true as students made their books, but confirmed it when they put words on the page about the process afterwards. My students didn’t have to take time to collect and formulate their thoughts into words, the heart and most challenging part of writing, because they had already done so while making. They could write deeply, because they had deep experiences to write from. And, what facilitated the process further, something that I have believed for some time to be true, is that since students were so accustomed to the just dive in there and figure-it-out-as-you-go, risk-taking, tinkerers’ spirit of Make, there was no hesitation on their part to do this with their writing. </span></div>
<b style="font-weight: normal;"><br /></b>
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<div dir="ltr" style="line-height: 2.4; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My students wrote like makers, and while this scene provided a powerful image for a group of administrators to see, I hope that it’s not the only one they are leaving with. I hope that they are also leaving with an image of just why make matters so much in school. Too often in teaching we are pressured to focus heavily on teaching content rather than teaching students; on students consuming, rather than producing; and having standards and assessment data drive instruction, rather than students’ own interests and purposes. Make represents an approach and underlying belief system that is much different, one that empowers the student and would not be possible if the teacher was not empowered and trusted as well. I want these administrators to pat themselves on the back for entrusting Tiffany and I to do this work. Like our students, we are left the experience excited and empowered, with a sense of being closer to the community and feeling the agency that comes from being able to make our world. </span></div>
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By Steve FultonCindy Urbanskihttp://www.blogger.com/profile/01433246110917852363noreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-34373447530834055132015-05-08T09:56:00.003-07:002015-05-08T09:56:55.114-07:00Teaching students to be curators of their own content<div dir="ltr" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Quite a bit of what I read online are pieces that have been remixed and re-purposed. It’s content that has been taken from various places on the web, then collected and organized, or “curated,” by someone other than the original author of that content. It’s a form of composition that is definitely real-world, but until this year, it wasn't a format I had given much thought to inviting my students to write. </span></div>
<span id="docs-internal-guid-c2f3f4b7-420a-7d77-cdbe-85a3a9112082" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 20.7900009155273px;"><br /></span><span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 20.7900009155273px;"></span><br />
<div dir="ltr" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Asking student writers to curate, though, is a worthwhile venture. </span></div>
<span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 20.7900009155273px;"><br /></span><span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 20.7900009155273px;"></span><br />
<div dir="ltr" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> In addition to being an authentic, curation also has value because it gives students a chance to engage with web stuff differently than the passive-reader role we often ask them to take on. When we invite our students to curate, they can speak back to and narrate the importance of what others have posted. We enable them to view web content as a conversation where they can participate and invite others to listen in. </span></div>
<span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 20.7900009155273px;"><br /></span><span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 20.7900009155273px;"></span><br />
<div dir="ltr" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">In the case of my class, the content that I planned to ask students to curate was their classmates’ work posted in a g+ community, titled Making STEAM, that we and several other schools use to share our STEAM focused “makes.” I wanted students to “round-up” collections of pieces that were unique, important, or spoke to them in some way, thus giving greater depth to what was happening in this online space. Through writing and sharing round-ups, students' words would narrate unique stories of learning taking place, and conversely, student makers would see new significance to the content they posted by seeing it reflected and discussed by their classmates. </span></div>
<span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 20.7900009155273px;"><br /></span><span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 20.7900009155273px;"></span><br />
<div dir="ltr" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">The challenge for me was figuring out how to teach curation as particular form of composition. Like any other type of writing, it’s a form with a certain set of conventions. I needed to familiarize my students with them and craft an assignment that contained enough parameters to guide but without the rigidity that could limit creativity and the myriad of exciting directions that this activity could take. </span></div>
<span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 20.7900009155273px;"><br /></span><span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 20.7900009155273px;"></span><br />
<div dir="ltr" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">My plan went something like this:</span></div>
<span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 20.7900009155273px;"><br /></span><span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 20.7900009155273px;"></span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Part 1: Inquiry into Round-Up (35 minutes)</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">I shared the following set of round-up posts with students, and assigned them each one to read. As they read, I asked them to think about what the writer is doing in this piece. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> </span><a href="http://www.edutopia.org//new-teacher-resources" style="color: #991300; text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">New Teachers: Resource Roundup</span></a></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> </span><a href="http://www.onedirection.net/daily-1d-tweet-round-2392014-nialls-warning-fans-zayn-teases-album-track-titles/" style="color: #991300; text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Daily 1D tweet round up</span></a></div>
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<span style="background-color: transparent; color: blue; font-family: 'Trebuchet MS'; font-size: 17px; vertical-align: baseline; white-space: pre-wrap;"> </span><a href="http://www.seahawks.com/news/articles/article-1/Tuesday-Round-Up-Marshawn-Lynch-calls-into-The-Barbershop-on-710-ESPN-Seattle/aa72815a-0a83-4ea1-8345-f3c2e78f6e47" style="color: #991300; text-decoration: none;"><span style="color: blue; font-family: Arial; font-size: 15px; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">TUESDAY ROUND-UP: MARSHAWN LYNCH CALLS INTO 'THE BARBERSHOP' ON 710 ESPN SEATTLE</span></a></h2>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> </span><a href="http://blogs.wsj.com/moneybeat/2014/09/24/u-s-morning-links-the-too-thin-iphone/?mod=WSJBlog" style="color: #991300; text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">U.S. Morning Links: iPhone too Thin</span></a></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> </span><a href="http://www.rimonthly.com/Blogs/ridaily/September-2014/The-Weekly-Round-up-Sept-25Oct-1/" style="color: #991300; text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">The Weekly Round Up</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> (from the Rhode Island Monthly Newsletter)</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">After reading, students met with others who read the same post and discuss:</span></div>
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<span style="background-color: transparent; vertical-align: baseline; white-space: pre-wrap;"> What was the post about?</span></div>
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<span style="background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">How was it organized?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Each group took a turn presenting their responses to these questions to the class, and students not in that group pulled up the post being discussed on their computers so that they could see the post the group was talking about. Students could also share aspects that they noticed the group left out of their presentation. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">After all groups presented and all students were exposed to all roundups, students got back into groups to discuss:</span></div>
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<span style="background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">What did the round-ups have in common?</span></div>
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<span style="background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">How were the round-ups different?</span></div>
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<span style="background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">What sort of things happen in a round-up</span></div>
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<span style="background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">What doesn’t happen in a round-up?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Share out and make a list on butcher paper of the last two bullets. Below is a typed up version of what one of my classes came up with:</span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Round-ups do:</span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">-explain what is being rounded up</span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">-have a point, focus, or argument</span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">-use stuff made by other people</span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">-include text, images, tweets, videos</span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">-have hyperlinks to sources used</span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Round-ups don’t:</span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">-have random, disconnected stuff</span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">-have long paragraphs</span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">-use really formal language</span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">-use really informal language</span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">-contain spelling errors</span></div>
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<span style="background-color: transparent; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">-have outdated news</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Part 2: Making STEAM Round-up Writing (1-2 hours)</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">I explained to students that they would be creating their own round-ups, curating the content posted in our G+ community. This assignment was about them telling the story of something important that they noticed happening in what people were doing and saying in the Making STEAM community. It was up to them to decide which posts they would select and what they would say about them. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">These were the requirements I gave them (the amount of artifacts and to include was something that we negotiated as a class):</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Write a post that curates a collection of postings made in our G+community. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Should include</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">: </span></div>
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<span style="background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">3-5 (5-7 if with a partner) posts from the Making STEAM community (screenshots and links)</span></div>
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<a 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xEdve7a6cpEaq5/68O/+cFAcHP6sqS7/UgRFCuReGSp3VXtfHzQt3/jkvGBxXpiyuLa8UN37gPfclwbUP0dPfj86/OpUu+FXJ7qfbLzlJ4y1VT2AzSgJHh6ekuTRjilJHumYWnuHhr2qJDtsp/fs+CeSuLo+7O757MXezwPAd3Z/dch8Nfz+5wd/Xy8F6vlXAYCTA22JcpTk9Y2LOI0XQJJkmCrSo4CCKDDzHwAARQFFUQCuHFTUYwAKgKIoCAKK6jNWFACQARCQFQVRFAUQURFTaSHBZxNZQUAUykKTloIyNzVYCZhaW7OJul8fbN3kfv3um1+hqYXMfa1V584c6CpEkld18V1rnXUMH0yls9wyjdgCK579Yv/IBydq36jY+dN1LS9U9T4wxrtzwZ5no8OvUuamuj3fowyeYM+z/nM/Gzv1w5YP/vr6TgIXp4q9jJ65kE2lk5OhVGhqblenaxxP7NjyQ5JIdnb9Xd/Qw2Zjz617vtrW+tRk6IaTgkEV46dee8kgGo+73nFlPEHa87b9J7eGvjZJbnnH+VhBX035UYxY1EQyE0tkwnwmkRMZO0PV2zw2mtIicV2be6WMlHXbjd3IV3701D+/d2bnnG0mQ7YfPfWtF3u/U3nnbYVcC6dXkx3ietx7a/yRZVeWiTYmRz44AQAjH5yY3BgFAG6CBoDI8KsAULPjW5TBAwCO1ocpc1Mm1sdHeq7vRF0PN+7dCQDDp871HT4BABvuuhUAwsNjAGAx9XJsIBpv6ht6GABiidahsbsBwGk/6+QrWYEDgJcbnk/iiV3jt+T5+d9/pDO5wGT84sjk0YtjPelUooax7K1ueXC9+8Yqa51FEzEGbXeTMVWaoPLDBy63Hb1w/OO3PVNf7Z357qET+6TKPY4NdQVeZVXPyQDgbHWOvTWUE0RSixj9TKwPAPoO/tWs45Iw232imrtYm/WGj9098O7J0Y5zyWAEAG742N0XX397/HI/ADjtZwEgGmuePkt97bSfMfR+/rNdf/9U+2PPtj65v+G5+wYferi3vBTpskIQpFiCj6YzEV4ACmU8Bm59RZOTm7k2FLNa7g6l/fxmXVebS7t/d7SxinjvLx58evr4Q3f/8Zd/9KRDn2HtBTmWV5dvYE5cOzzeM5MNlZqliDk3fHbWEYKdXW1LNW7Z66pMFQ5rjWf0zAUAqNm6keJYa40nMuoLDY2mqtwAMHORzLEBAEil3QBwu/eeG8dvfqnhuZcannu29UkFlE/2fl6rj7A2iMb4aCoTyWSzksS4OG6DrdrJrUzNfe2lQpbk1EQKy6TSymzv8Zc/9rPv/KKS/tA9eQdjl6cLShREKSfLoiwJkiyo/5ckUZEEURFkSZRlQZJSgswLkvqnKAvJdANoIMmUuSkb6ydZt63hnoVbqithW101ADTfvOvkM/8JAM237AIAa21VZNQXGvbGNjUDgNl0NfZWnaVj8akMXoNo/GTv5+vjzf/vjn/qsp+BK0VWCXmVVaLUkGQ6G09kInwmms6xFRxTb3RWuBjrSkfUaSzJqWAqfPz4vl2Hdn/gqM0Su77BX3/83379hsFx0778+i+SC0qWpiRQEmUpJ03LpCzKUk5SZU/KSXIsI4mKLEpqSzktyjlZkiQUQzEcRUXAUATDEAxDUQzBJMBkBUNRAkUwDMVQBEUQDMcwBENJlKzXJpnB1fa5kaP/5O34YSp4luQqpVwi7juy/p5nr2+proTdG5oBoPmWXSef+U+Coet2bAEAe131wLsnIyPeWGL3ZGiL0955y+6vTIa2mk29TvtZQeDU1fL/3P6PFWm3k6886T4MAM60GwBSmBsALGLf5uijAmr00XtjZKsmH62cyWaFaCIT4zNRPodyJOPhOJfVvez9OrSsX6+xJJMcwdVVeSeqc8LcGQ5uZ/CDm54+cM5l37whj/4LdEGF+oO+416SwiVJlgVZzokSL8mipCiAYgiKorisoKrU4SiGYlhGxDAMQxECQzAUxTAERRAMw1GMwAgE41AUQzAURYtco38BzFW3VG3/b/7Ox6YdUaxjSzbpUw1gM1FXwuqcTHFszdaNBDs1b9jqquCKqL936vs7t3zf4353as0cbzp19luiaASAQVPvSfcR9ZS20JbPdX8FAHjC0238bFviqZbU8wBQtiEihSNJUiyRiSQzsYwgojJTaWRbnHUOFs83LQ9BQdEu6gT5l9f+rFlnV8glBSLct7X+8D23vE6Sczilnn3tY13pB0mHfbk9EyxOGvNfdWRTucDhCVrEahwmA0NhqCqKCLb692HOJn1COkBbWnBySTNDfCJIcawa6TUnDtvpaLxFleFpBo09KSLpTLtdmWueFLicsOR6BdSw9ibkRIKPJbPBZDqeyRAWErfilJkiOQ2mQDEjKtolUSDf+tMcmlihnSKAUxgfzDKRS3ftfmXvjtn7zgDAvz75tbB1D7HMbbtIE154Ifh0KJO6zDswuq7STq1++5mO5vB8LprIhFN8NJXGOFRiEdKIUyaNE2nFrKShJGM3f+ohzTq7AoohKIYQLA5294X+9o6OFpfVb7dGZ7bZuuHMu4fWI/blheBgjAaqLMHiXA2TwsSh/pCUkc0GenUVIdEpBoIgReP8WDDa5w/6U8mEQUSqMdN6jq6icBLDKe21NmUqLEwbiiLJCIpMm6YII5OhPWfOtw0Numrdw+yV0tkELjW4+092tGGWZdTEJg2aPRdJI2GoZ2PZTN+lIAJgNqzK9F2dAonFeX8oMTAeGgpG4pQguhGumTU2cYyTIjkcxVAURcV0UeoNqKHXWlF0SQYAFEcxs3ki03j8xMZ0EmuuHVCnVas5jkvxi0Mb8CVKEYoQjMaPRspKGpvYUDw12h8hUWy5QZQ6q5E0n5sMJ4fGw5e9wQjCZx0KXU+Z1xsZF0UZCYyYrfQJaakYOtsqkGQURZDr3EU4jaE2+9B409uHtnJ0strtB4D6qrHRAcsE34TTi4sogiFLaZYHtJ2iqshAKOEfi7IYvqy6UDqrjiOdA0mzQDbQ5jaOq2ZoC7mw8izlZChCauN06pUmFGudPF9MJcYyqMN1sa/lzJlWj2PMYo5v3dD53jutotG9aJUpjECxIixXVFAMZSoo1I75A4nQRNJAEqRuDFujuKzG8HhaooBZ2k50siArksYblwMAyOUvyei8kjzVwGhI4VVnz68bHnE3eAZ3tHecPNoClkU2AcVIpNg7mGIkxlRSogFGR6OpaIajKWJVFQzTWQoEgXkcZiEkBgbjhBVddFDJoiyL2kuyoqkkF8ULheEIurSwykwkS4b7993whs0S/sPxz2OehfIrCCNeDBPifCQDPN/DV7BcfaUNL77DWU5i/DO12WMOZYIGAHxTlH7AS11bUaBI3HHT5wHg4JE5EiHXNql07uLoOFTh5uaF9rUSs5KQ0DLbQUUWZUm7B0RR5mR8yTMnzuCIzdnjXdfT7aky9kR4F8bOm+SF0+hK7gVFGgiujolLucHLIZCUotamlJNY/FubheMOSOGIM4MAyF4Wq+aJzXNEvBaC/43jvb/6E1tdQTum6hbgeOKG9p/RdLh38BOy/P4y+JEE5nGYxZAYGIgTVmy+tZsiK1K2GDWAFFk7o3hZLAUpp1W2m0f8rsRI2LCRpeaJ4iq2aj0nphrWVMNO9iVHuwabK+xu5/J2DFwiie+1SYMGtCFp/NplvCkNALlzJrxR+7SEcOflXPiap4MoGl8++Hv1heaXWxXUVlodPHfxzATvyZqb5ygaiZEYgPZzMoKiAJqJclG0ayJfC7OQFgFV5txfQgFgHaWcMSRBSvSmlQmpyWVXq95pRe6cKfGPWwDA/KvjuHv2/oCDxp6n2n9WF2+uSE+lLjzU89mN4W0AMIqHhoiggEiEgtULjhpxKvrVkTndnHqelJMAkEMNnaa/4wkPAAz+n9cnj56T+SxbVYFztH33ptYPs1vap2r0vnPs0f31npNu+85A6L6hqRp9x122lxuq2kKxT/aOAIC5v6f5hee5iQAAeHff3P8R7RW6EjLqj4ym46ZNhuvDudLBbDEcUYJ2WzRrPycX8oEJdt77QfESh2FhBGZpM+bqxb6e8EhvtMlty6Mc15yI5y0AQOwKXi/GAJAikl32s132swCgVu2oj7cAwHlyrJv2AgAjkTye8xHRlmxiW7ZePasqcySFukglSSipqsyRlyt+zxOe9GhA5rMAkPZOAICxpZYgZDVTQqU9FH2qvWnQZJiW5JcbqrrslnsGvQBQ+8bLO3/6QwBIOV3c5Ljz/Nn6A68cfGztrK5rKq0OnuvunODdWUvLNZMziiNKEYxeGlKEZWdxJK5MSmqSLG67wYxvorqik+eHAmlegy12hfNmAFhUl/6bs//tP15/5d/ffNYgGsexWDftZSTynsTmB1JbH4xvZySylxqPoEkACNLb/lz50quVz73geaWX+wQAqIlK7d/8C2NLDQBs+Ppndv/y2zUP3BoMb/vDS+9MX6IhkW4LRdME/mZVBQAMGtkuu8WRzuwaD+PJxJZf/QwA3v7+T1598rk///4l3669lsG+5iLodCWEYcjtLdXuFDN+OJyNX/1xizT8NIwSLsfE/TlByulOaQvp2GmRm9BOX6BnZCInaL+ImkVdvOl27z0AYBCNAODFIwDgkow8mpvAYjEs5ZKMADCGTwW3W3K9m6OP3jL5FWf2LABYhN55u76Wewe9AHDSbQeA/Q1VAPBwzzAAeI4eJlPJyU03AII4zp+xDPZNbN4GAM75y+6vXuxmrtZgmng7Mr0ZelkNvzkpC4vXUijDaiGsk2addMKXPtY94uYMrQ2L+MPnA63IAIA0vpAVgBOuUfaiWAoAhsjQEBm6vvH28PfV4rWT5Jbl5rLvGg870pmTbsegkT3pdrCCeLt3AgDUtbHz/Nlbv/XVme2JVLH2W1lhkqlMPJWN8ploigcKIay4badp2pmK4CgUI85LO4qwTi6OFlwm2UpiVhL5qX+VpCKmJTklEzgWTfN594lviuXedOeOO+TkAGpYkgmEUHAAaMm6qsRrSgixMmnO9dTzr6ZQ1wHXr0XU6MicvjX0tWXdz8M9w/9+w7of7WhPE/hDPcMz3/Lt2tt7rZVL4LTZIagkJJKZRDIb5vlYKoOyCG7HCTdhs5iv95IUb1RrFXpdhDm5OB965V1QkiBJvCzwkshLUlKSU5KUlhFAWIJgCdxAsjRNUBU4TeEFxo1Qe0L8E6KSwpM/aTV8rUcVZv6NCkjhzINz7/NSIZp8RDSKpadNXAmENyoMABByEgDSuFtEjQDAinNsJyDy8+4yBQA3joeeEsRJlmYFUVW2AcC3+6a23z3luNB58uv/KBqMAIAnEwCgvl5FxBOZRDKjSi9mxHAbTlbhdot54XI0RXJEAaJZAaDVoV0X22goy7KYlsS0LPCilJKVtCymRBCBI0mawm04zdAEZccZD0EUYQcM1CBxX7+c/F67cMwR+ZQD3xQVBwyQwoETqTvHwTbHKfWC8zIZmMQTL3JnOIUCgEk8sS+13iWZ1cJazlzn5uijhJz0ZI4AgFmYKrJnaq1L9I72/+/942+ezARj237wd9d3bhClewe9z7XW7QwEDeKUjhBrap3cuMV5ofPuL3wy1tgMAOaBvr4HPnHxM+VeXlOS5GQqG78ivaQVx+w4VUs6LMyyatMrxTLmakMx5mTtu9TWBSWkRTEtCRlJTIuQkMW0LGcVhsBpmrDgNE3htBmnnTi1gputU3vCyPc7M3+uEo47VKcU2pBkHxmeT9mmAP9QatMZesiHRyaxHAB4BAupYADAE573bP9jZ+QHLannBYTrNTzkzJ5x5jodmdNBepv7jhvjPcOJ3tF4zwhhnTfKZd9o4LnWuoevVa3f+eFjG37767oDrzjPnwWAaENTtLF5ng7KhYsDgUAsyTgpzI5R9aTLwuZdqaIojijtxrX2kSFLD7peRp8UShrzkSsxIwlpScyIIi/JCVlOS1JKoUiMJnEOI1maZCiconGG0tMY11OVQIQAACAASURBVCaJZKbHH5TtiKWt0FVALiFoHrOpYej16tCul+IDkHKSkFZtUbKSlKS0JKcVBEE4kjCQuIFkaBqnzQRNYQXux6uzijAa6O0t1f5grO9AyLCBNVTlH8xT5o6oVSLJS5jk+18KmGjSbKKdLEfTOFNBUCSBl5/vSmflqXSYK6zGfm9wcjRqauPyrK1X3tsYaT/Qi/HoWoo5vP4uF9vKpEAMJBKZrIggoIuxzjQYhrbWVmx2VGQ7+Wh3Io8eihHmpaGwaJ/VWIz9jZeySMZIlLKRbC2D2LFILuP3x8eDSTknEwSmVwvQUSFJ3GM3IUll9HwYKIRc5uQsZTReJyMIolUNg9WhXS8LykBQzQQ0Qy4hBALpkdEYBZjbZLCZOSbf7QJ01hIep9llM/Z7g5NjUdOGpSrbK5kbnwerQJKRfF1QpJEgjQS0QDYu+AKp4ZEoheKVRqPdwq6kh0mnDFGV7cpkpqczyNszS7RsI2WcEaWxdo0goLkLCsXRAov+4BRG2ymujlFMSCTLj45FgjEeRIUisWLsW7/yjCVhNIFULH8324RA5mSMwhYJERXOm+QJCuFEhJwax44QwfJYjlDk1bxwoZapbEs57UvzadXhKpBkDQvx4TRGOyiunlXMEM7wo2ORcCwFIpBlINJ/+cl7CJJsXd8+feRvvvDJVCrZvmnrwieOJuCPA3hGgnbb8sZEQiBPR5r8GZudjC8szNEv3Jg96Ca2hTFXVj1y9yFXvZcdd2TSbFnnFSwFI0dXO8xJLx8cS+KmhaYNpQil+WSNJHkVaNfFsP7TZpI2k7AOMpHc2Hiiry9sIimX2WAzs8WIx1yUiXF/KpU8dPDV+67kJwwO9E6M+wcHlpqNmAc4ImMgSYCJSrlPrP3eoCTJHEFSFE6TOEnhJKHl0MXQK8r22SDvyM6rbJexI0pjSS5G9kRRawzQVpK2kub1wEdyI/54b1/QTNEVJs5u4fAVtHgPDfQBwNBAbyqZ4AxGADh57AgAdJ8/u8iZBcDgYhUbHkk7aXSO/TTLikiCFz0Qw0UlIYtxWeYlREEYnKAp3ECQFIlRFEGTBE0VNJ6NBnp7a7VvMtZ/IMS1sUbP7DCSojiiNEqH0npOLoIoX7+dRTFgrCRjJaEN0qHs8HiipydooRmX2WC3sCuwJ+vQYJ/64sSxI7fdebf6AgBSqeTEuL/CVQkAI7lTg7ljEmQBwI41NZJ7jNgc++O9MIjmJNhgVdrtUwNk8+MNnmMOboKONiR9e0IXHxlRjycE0svbPEyYwaeyfLg3Xrb87iliIgAAiTs+HPr6P87s+fqqJgKxQqq13cCGGcFUc9USIAmyyEvZtJjOZKS0pEQVKSPLGYkmCYbCOZSkKZyicIrEKYrAl7N08jjNLruxfyw0ORo1bWAp09VI3qIMRY3SoVaBdr3C1n/WTrF2CtqM6VBm0B+7fCloZRmXyWCzsljRdjzvulJ548Sxw7fdeffEuH/oil49NNCnSjIA0KgRB4cI2ZDUH+XHPsD9FYFcU1T49RFkMI56OHlajO/4+62WQUPKmZncGGXH6bZn6swD3LF/uqi+W8WEGwxB9TXZ3+P86Q9llkvc/iF8IoCP+6e7RZwZZZKemc4RNeYsCTJmLsrWZ9djZKmJMA81V49gBIoR6CwHkizJIi9JGTmcEcR0BkkqYkiS0jJJYBSBswS+RP0cQ9HWWueUsu3MWjZMKdvl7Igqd0nO2wVVOKydZu00bIT0ZGZgPHrx4oSd5VwWzmpiNTePqdq1s8J98tiRVDKhTsjOCvfkRGBosO/GPTcDQC25o5bcobY/x/9nUBqISCMV+NWdx48GkIsRzE7L99dPTZXNf/JYBg2+XcGj/3wRAPAkduffb6s65jD3s7GmtJHIGYng9On0+bMAkG1sDv3Dt2fdHubKiJPXPDIEfEWdMQaOFkcWf2qgGEoaUDDALLVYyEgSLyZ5KZZJq/q5kpYBYGH9XFW2vROxgRnKdtk6osp9nbzwrjQrg1rlBzZCajLTH4gmO/1tVRWVrmVsFrswqrnLWeG+cfdNL73w/IljR04eOwwADz/yuZ//5Add588AfA4A0lJ0SDiaUeJRaQwDCgCS0uS0JAd5xJdCAeCuGom+8vjzHLMDgILAhmdq1SNpd4abpJ3nLbGm9KzbSO2+yfLMk8yFTve3vhL59Gezm7dNv4VWZPCN12x/nWJEQly5n4amcEwEgRcJJp8RS9AYQWP0NeVVrtHP5bQsR+U59XOLgd5lrRkaiwTHosb1LIIiiqb58lqJTLnPyWWVtoQRqJxRKmwGk0HLytvqhFzf2HzvRx566YXnDx18pev82fqG5tvuvPvnP/mB+q6gZE7yv5Egy6GOamJrRBpNydmZneRkhESVnIy848M+0XzN8rXqmKPqmGPR25DcnsAPfmp94jHm/NnK81/LbLph/NvfUwxGAMBcWSV1zVBJszLHr+jUZGKpXFzIT5LnZLn6OabAxDsRyk0Y67Wsdq4V5S7JZWL3z6XFRG+KSqBtLodZ621lVHNXQ2NLhauyvqG56/xZALj3Iw/BFQV7YtyftAxIkK0mtrZStwPAQPbdlByc2QmJKh9vEl8cxL0p9PSEsq3iqpi99+0u/9L2l8o1tY7/8DHq3GnX//g2ff6s8cAr8QcfBgB8UxSpuKZg0KQtm2LmrYYjy3LeCf3zYaEYbywFc9j4tGRh/RznST6YnfvMUqPx1615IlTJy1xLghTtTiRPJFtI29bmKs3FGK6Yu9o33QAA++68Wz144+6bAKC+sRmuTNozicpjs444GKWCRe6qlQDg+DgazSoAMLkpBgBtz9ThySndpvLoXMWErkD29wBAdvO2xJ13AwBypW6mcMwuHLfLyasKkmec9ozTuDD3rzMQCJ28ODIwFgqFk7mcNuWvDAZSjBS9GvF8EDRGWymjh7Wv13g7Ia1ERut1stZP4pVxQc1HrC+VGc40V9jdWv9+M5nSrhuaAeC2Oz781BOP7dx9k+pVbmhsOXnsyNBgX/3OvSDAmHAmKU/ycjyrxAEgKPY3UntndlVjhPUW6VIUOzCKfaJZ7v2I13PMbhk0fORTH4g2JNkJmkzhb3+/M7g5fv1tYAGf56t/JVS4JZdbtX5lNt0AAHISy7xQDQCZP6fYz0x5sFqGDQAQGxQvts6ukptK5yZ53riNDUdzwQif6xdpFDMxlJlljQaSzXeXeY6hhPgKmcoXQPMBqdXuUBpHa2Jah2qShtKkOsTH0tGTCQ9m2NRYaeCKuB9VKpnounC2vrH5tjvvAQCSpAYHem+74+6qmjoAYDmDb2yE4ww37byHQx1ZOQUADGpqpe4UlYwC4MSbBQkLZxEnA/UmBQCqDeBPAwCYCMVoVEZvmZQJGQBkUs5ac8N3jPv2hGRyjiUumkygyanEXaGhOfi331CNXgipyEkcIWRmRl0xQkBlROluSYjXdTUcCEu1GOukaQvJuClDA4M5sTQlRTK8byI+GojGk1lRkEABajl7zaMoEo6nZTOC57vrmCYgKCKmNX6gaBIBqnEdr7z3dpsTBEdoy0pX2EqNZ1I9fAXDNlbaViAmZI0hSdLRi8OuO+c1sEk5KRMVhKgohkUxKZkZysqyBo40cdSi3/bgWCjsuiY+pCRkojltHVGa7POmpXa92l1QfCSX7EnZgFlfW1Vg3N/7lsBkgq6ddwdsAMBIjKvAoAIAQJbkbEwIxHg5nMiNiixJWBnaxNJGAz3ndH19fMjaQJOAzbIeryvmgsomhdTlNJ3FNrlcRm6hgaizMKPhmHnJNgUUQxkbxdgoaAAAyMaFcCwXDGeEARFHUCtNmTnWyFEsM6WXGThKHCmZ0WsajEDE8gsOKWtJVoo/JYsZKdGXQiJKa4XdWlVitW21EwwnEQea9zqWMhGUiVCnXCEtpmJCNBwXfSJkFTNLW2nGYKAwAREzUmmXyiswLPOgrLVrze1nM5ElOd6XkrxCk8vubFllW6IUg7P9XiNFuW1Gjs3TwjcWjrEbtfHSESxOsDhUAgCIWSkbF7yRlBiKZkXRkJNLK8kYjkrlt9ubpnOy1qJcvHVyYiCVGsg0OC3VbdbFW691ZFk6cWnMuIuLhoSJsXFSRj0mU4WdW5bBL5nK8pjkKIKFEqcw3ImBEwBAluSSpzFoPiwRFCm8ckhZa9ealx9RGdjvt5NMrd0MCuKbiGEoimMoiiEYimIogmMoiqEYimgepVSeZLLCyZ5R561WjMRIjoRayMZzY95E36Wgk+NcNqPVtKRFhy8YpeuL6K5TKbkYQ9GGZYGUryQXLwvKcYMJQdBJKSuLiiIpSFaBLKJIsizKsgRITlZkRBJlFEMQFKEQDFMFG0cJBKUQDMVQDEUxDFGPY6j6FEAwDENRZIUr8kqSXEhiViKZ6fQF3B+8xmlEmUjKRMIGYzKQuewNIj5wmQwum3GByqSCIE6k0q5Ke953sroow4yosl4nFwlT9ZIi4CVBUiSQRVmRFVlUREkRJEiJgiwqsqQokoxkEcgqqvzLkozkQJEVWVIwHEVRhEQwFEVwDAUMcZpZt0XjKLFIPN3rC4ogr3c7bZZ8YvonoomBaMR1y7zxmwY3bXDTQkYKennfSJzDSY/F5LTNsWGyLxina4s+Ia9VEC2ivMp3TsaIEj8YMAIDAgCWN8fKsjwl/5Isi6BIIGbEngsTGkqyIEi9vmACzxluNGA40tsV4SKJlirHskKmfMHYiBi377Ys2pKgMXOTAZqAD+cGfNHL5yZdVoPLajQZrrrrfJGEtb2IAa3lhsaOqHKs/qMd5WnrXxQURQEFjJip8ZLJbr5ANXia0UBkOBI1tHO2iqkEadtWU3oyc6prtMZsqa1ckgFv2B+ZJNP2G5aXYs3YSMZGyhvkxHg2NDKB+ZAqs8lh42LxDFqBrfxW9SWkDAentrZrLTsrqgtqhcFwRJILleRojO8JTCIe3HXD7OUo66TZffREXzJwObGu0mk2LeQKujw6mbCJ5qY8HW8ohho9DHiYXFL0+pMDfWEMAdOO99GEDJo7orQQHC0lWVu7YjlUC9EMChFFmcw3GUQQxF5fKI7lTDsNBDvvT2ZuNgge8WLXpDVMNdc45vQhXRgMiNWIuUaDXHnSgJMtRmiBXFIoVaJLqdB2cKIYKgmFLpTLd94rT1t/fqAYIkp5/lQj45HjvaPZOrDvMC8gxioEi9t3Wvh6eO/SiHciNuvdU31jciPK1WicYv1+E2Moy8FZpuvkEhbiKwYYgeZhIInF+cu+ScSDuW5fnneHczOcm/FdTPh7EuuqHGok+bHuYcMOQ55bB+tcR7k5ojST5NXigioNJAjiMuZkQZT6vKEYljXeaCAXm4fnw7LBmK3Knb84XhnnRoNx583W0gY56ixA4elQZTonl9wFpS0KjUrJpRpIRsejw6GooZ21F1y+kzKRzl1kaChZuXXxinw6y6LcMqLKVJLL0MpfCBiOiPLikhxN8L2+SfBgri0LVdtaLub6OWI5dNYYZSrJa8kFBQAogeTEhRJrRVHqGwtGsZxxB0dy+lJ2FYASKPBllBGl3TpZU7v8mnJBAaAEmpnf/TgaiA6HIlw7Z3drVg1fp+hoOtcUng5VpnNyGVr5CwHFUUnMXX88luB7fUFwY6473i+5B2sGDMcASl/AZJqylOS1NSEDAEYgWeGaOVkU5X7vZATNmXawhK5Or1JQBORyMXppqF1r1ZP25e9LDoIjWfmqF2p0IjoyGWU3amCd1ikhCAqKRivlwucu7eZk7Z5NJd93QnNQEhVFGQDiCf6yL4hU4hV3aGmd1ikJKIZIWjmiCh7y5ahdr705GcNQQJTufl+MFE3bufdheOOapKwGqnaSrN08ihLl9A1pBF1B8DZwVC+eD6yzWigrR5RmkqxlItQaFGSwbNaXxGsODYc8jkrLiee9nnLUrrGVLYU1kwOPt6gvGraFmnYsaafSmfSfsk2fxcfxjv3VNz0ydOqFKgDY8YBXw/tcCi/+a9v2+0Y96xPTRxb+dNM3vHK3uMopK0dU+U1/JXVBHXy8VVGA5oSnv7Gj663l7dUb9tK/+us9fHzq4cgn8IFTdgCI+NmIvwQ18f09Jj55zYL84OOtFnda/XT9p2ab3KZvWGcZXDdcc2kxPeAvPN94uWgzJ2sofCW3IjRuDzXtCPNJwtdjqmyNZRKEOq3xcTziYzzrEx0vVrXdOs6YZj+MO/bXUJzQdcilTr/RAHvnl3pmteHjePfbLgCY7mHWkbCXZoyir8fk7zFtv29s1lV8l4zd77grW2Pt+yYAIOylASDiZ2c2nu5wTtR7i/jZgQ57046w75KRNgqDp+2WSh5B4KbPDKrNug5V+HvMbbcE1M/uu2S0eni12+33e2ceoY3C9M10v+1mjELDtpCtKjPfDawxZjqiMnGBio04Ce89d77wm1f+AtZtXl5Xhfl/NJIbDc1dpXZB+XtMHS9WDXbYt983CgBP/9cd6vEDj7cOdNgB4MV/be94sfr6E0/vr37oO52nX5ragKzjher9P26f2YCP449/eY/vstl32fzoIzeHvfSsI3wc79hf8+gjN3cfcvsvmx79zM2zTt//43ZFgY4Xap77l80A0LG/5ulv7uw+5I74WLUxH8cf/czNaoeDp+eYYAc6bB0vVvl7TOqn2//j9ue/e0PYxzIGof+U/Ykv7wGA/lO27rfcigKPf3mPqpjs/3H709/cEfaxR55pfOOXLeqR576zJexjD/xynXrk3d81Rnys77L5sc/cMq2YrHnU4cqHc8LAQAvy6mfveuwf/vKn61sGP/eRJ4WRkeX1VdjAL7tvvORzsv+yyeLh+QQx0GHf8YCXNojq6rf7bdcXf3EUAP6fF9+8fkLuestV2RJvv238ue9sCXtpW1Vm2/1jBx9vndnmyO8abJ50+20BAIj6mY79NZkE4VkXu3rkxWoA2Hb/2Ae/3AsA39px78zTGZP4pceP+S4ZPetiv/nmzoe+ew4A2vYF1Mbv/b6Bj+NHftfQduv4/d/sBgB/zxy1tfpP2QFA/XS2Ki8A7P30YPtt4wDgWZ9484lWAGjaEfa0xv29pqifGeiwq+/e8aWeph3hxu2hg4+3AvQCwN5HBtWW7/6uAaD3/m92h710NMAOnrb5ekx5WBlWI8lAhgz37Wo6uffO99zO4PTxprqRvS2vvOv9JOFYIW9F2UlyyV1Q2+4fa9oRbr818MRf79nxgHfvpwdOv1jNGARrJa8qjdeLMQB0vFjdti8AAO37Ah37a1TpmsVgh502CKosuVvjqlRYK9PTRyrXxdVpf074OP70f91hdactHn7OBr4e02CHfe+nBxf4dOqNNW4P/eabO1RNmzYKs/u5ZHz6mzva9o2DMvfjYCbTpx/5bX3H/pq2fQE+vva95ZIoZ8bC6MTQLRuO3XzvEbMxeX2be/e93v3r9khmj7abis+HRutkDc1UpZ6TVSJ+Vq3h0L5vXJ1at903Ol/jsJe++I47kyRO768BgIHT9jklubI1DldkSaX70OwjC0hy1yGX1Z1Wp2J18rwea2V6ehZdgEyCWKBCxf4ft9/3je7228b7T9lmqRUL8NK/tf/3N19jTOLg/B9hDSDwougLQCjwwe2v7X7gJEksZLv+q4//r3/7rQ2a2pbSc4HpUGU3J5fQBaVyen/14Gl7x4vV932jCwAYk9i4PXT6pZr7vtGtNvjuvrvu+GLPTZ+56q3p2F+z4ZbAX/y4Q/3zf95320zLsKc1/vx3tzRuD+399MCjj9yCIAptFCM+5qHvnNv76YEnvrxn5pEFbszq4Q8+YT/yTL3/soniBNXcNYtt9489/50taodzTqeqI2r6081JZWv89P7qTBLveLEmk1zqCLG40+/+vgEAIj6m+5B77WnX2XhO8E2YhZ67bnx1S1v3Uk6xmuP37v3jn07bSI+72LeHfOtPzxbeC4ohmCZaMYowNu03+1s60xJorUxPG2CP/Lbe32NSJ0P1z+33X2NVVi3A0+3VPxmjqNq6p7tt2hHm43jXIVcmQbTtC6jt+TiuLo/VI6p8qm/N9E5P357/sqltX0B1a1kr0zMbe1rjqvW7+5Db6uGtlWmrh595n9d/OtUEPd1m+opHfltPG4X2feOqKX662bQB//ojYS/dsb+mcXvI0xqfNuCvGRLn+j3MpQ/e+Fpr48Byz/3tiw93pj7KWBcZ2JIgywXMydpIMoYhmqxvERyhi7BtZyF0Hao4+Hjrvf/QvfYmGZ2lw3uD8ujwQ7f/bvOGS3mc/s+P/Xdo3rTw7p+SKMsF5GNgN3/qobxPnkbd1rDwfjACxajyqv/Y+Zpn18dHdDF+n0OYWLzS3Xmpvft8bXXFsNGQWtbpLTU9p06tRy0LJsDJSiE5khpJMqqRJJNIuW0v1LQjbJvHVqzzvgJBEdJuShD1J062xUN4U80Ahi11CjUbk5Dje0bW44Z5tw1Q1pQkM9gaq/ujs8bAKYx0OYaiG48cWk8TyRq3f4knVtgnz55qzFCe+SxKBUqyNrZrrcRPL3+vsyowVDJQufO1Ps975y594vZn66oXMu8NjHiOdt7UNbRZNrkpdl6Vs8CYqPLyQpWbaq2jswB0Q1UqVfHkW9XrrEcfuP0ljp17FTY83nB27Ba2tXLh3hC0oA3RtdGuNSlPrQAsuoOZjk5ZgZEY7nQM+huPHd1AIJm6qrHr2zRUjdIQHhyqBsMikZsltl0jGmnXKI7oGxfprEYQDEEsFd0DG44dbW+s6jUbZ1u266rGGCV4ubcWNS4kzIVIshbrW40WtyXPgtLRyQ8UQxRZBkDSPBVJzl0cZvcNHR/btUiCVCF2ojLSZkueBaWjkweyJPP+CDoxfP8HXrlp54kFWm5rO08Sv/jNwS9TDXWa30Y5SbLuf9JZhcS7vK2Gw5//6jNLabyx5fLfsP/65Mtfkms3aXsbGqyTUVSbcnw4jWpZ1k9HZ0UgnUZ/0H3mZGO1c9RiSiza3mxKrK+9cPLdRsRaMestRVby3kVZC4sXimiyxCWNaz+vVWftgSAIbediovts5/pxv6mpZoAgFnEmGbj0lpaOI2+tw+zOmccVOf/90MtFknUXlM6qRsrJqNk2Gms9+m4bgaTrqhZJBWPo7J7N77356kbUbkOuWLpKPSdjCFpwqKbugtJZ1Ug5GWQgGByxu7r62053tHgcY1ZzfIFTCELc0NB58u161DFVQVFR8g/Y1GAa1MR3pLugdFY1M/eIYjy2eHb3k6+717tPPnj7/jljv+IJwx8OPjgy2SpWtUzPYIXIgCYWLw3SJ8owC0pHZ+nI12YXoziKmG1j8ZYTRzdgyhyxX//+uy/0i7cRnip8RhpvIUkUZSPJehaUzmpGUUDOzZZCgsHB5ro41Hb8+IbaikGL+aplu63x8qlTbbPM14VIshaFPjSJE9OVa53VzAIDGDUaokrNf7zwyMyDZlPi47f/XvIOX9NJAaKkxTp5wZomS0RXrXVWNchchp5MLIeFR6uMA7fffrCtdXa51S3rur2BVw6Pfop0TgVjF5IOVRYKrXabqOvolIY5g5pwJSXE+Rs3Hr9ejFXuufWNauxkLqnBNnEarJMLT2nUXVA6awDVETUTlGbwCkdX77oL5xs8Dq95rgiwGzedeuuNjdOOqLzToZB/ee3P+Z05dT4COF2oio5RGG2hCuxER6e0ZKJZKTu3bpxLieDvW19x/L5bX7q+mp9/ouKX+/+BaNkEAGJGzC84BHm0a6HsjcXPRxGSLbSuLWWiGMu8lcp0dFYFfJTPxrMLNIj74nz3sZvaX7ht1+FZbx0/t+PQ2DetGzfk0jlFzkeUsbv/9ot5nDYNgiAYUahiTHIkTuqhmjqrG1mURX6hFS9lpAyNTf3+jW8dbLcbxiocoem3ql2+wDA6mWnGGDY/u1GhkoxiaOH7v1BGquSbyOjoFIgiK0Jq9nZ518PYzXRdU2f35gvnq6rsg9PKdltj19G3q2RLM5qXLGggyYVHdDAWWhNXlo5OCUEQyCZyS2mJYihb6cxyG06cXB+ewOo8QwQuAcCWlo43X2tla/OpQ1AekmxlC+xBR6fkICiaiWWW3p5gCK62xstvP3ywGVVSdZ4xghBrHJdOdKxnXK7lXr30koxRGGXQDdc6awEhIyx351TaRBuaWi6Pbnr3nRanabSlYQjSod7RjZRtkZ2rZ1GonanwiGtdr9ZZM+QdpGVfXyfWe57tXO8599Z9N/9xwP/S+OT/xTm5pfdQeinSZrtWHZ0yoJDBjNOEa0d7xPOXj7/8Tw6jX+h+UxKW8VAovRTpKVA6a4bCBzPnYC079nYKX88KlPfgsWVcusALF54IpUuyzpqh8MGsCpS5xuy68y6yqmnpJrRC18koVqgfWNeuddYMhQ9mFMMApsJL3JvcyzixwAsXTuHPAh2dMqGEg7nEkoxRuhjrrClKNaQLkmTdBaWjozn5iVWp52R9kayztsCp0uQClViQdMO1zlqjRCO6MO264DJ6uiTrrDE0yM/NS64KXCcXbnPXa2rqrCkKH9L57ehS8nWyXmBAZ01RqiFdSklGSV211lmDlGRgl9ILhejl6nXWIgUO7NXnhSqVvV5Hp6iUZGCXVL/VlWudNUkpBnYpvVB6PU2dNUmBAzs/sSpIkvMrAnj1dN0FpbMWKXBg5ydWpVRwdReUzpqkJAO7ZJKsu6B01jArP7zzv57ugtLRmY+Vd0SVbGLUXVA6a5iVH96lU3F15VpnDbPiw7uACxamP+guKJ01TKHDe/nClb8k55excfV03QWls3Yp0IqUh3CVTMfVXVA6a5iVVzlLI8m6C0pnzYOsbBWN0nihdBeUzpqnkPVjHvJRmrkRI/TiuDprnIIG+UpavAqh8PK6OjplzgoP8gK06wLuE6d1c5fOGmeFB3kBXqgCEqH0OVlnzVPIIM9DMy+Ndq2HheiseVZ4kJdAPsLxQgAAAEVJREFUklfYOq+jUypWcqjnfaX8NQc9ukvnfUJhQ3155+KKfyKfiyCIlK+RXSHQlF/XrnXWPmJGlAU5z5MFSVGUpTf//wH7fdTIY8GEwwAAAABJRU5ErkJggg==" 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" style="border: none; position: relative;" /></a><span style="background-color: transparent; vertical-align: baseline; white-space: pre-wrap;">Your commentary on those posts (what they have in common, what you find interesting about them, why they matter, etc)</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Format</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">: You decide--Google Slideshow, Google Doc, Prezi, Blog Post, something else?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Publish your roundup on G+ Making STEAM community under the “Curation and Reflection” category. Include a brief description of what your round-up is about and be sure to tag any students whose work you featured in it (type +their name). </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">I also shared </span><a href="https://docs.google.com/document/d/1mdKUw4EiUkq9_gFg815HMjaYRE7NUdNjO1ctPrtKO3E/edit?usp=sharing" style="color: #991300; text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">this doc </span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">with them as a reference for the requirements of the assignment and a how-to of posting to g+</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">After two days of students mostly working by themselves, and sometimes with partners, most completed roundups and had them posted in our g+ space under the category of curation and reflection. As I had hoped, these round-ups took all sorts of directions (though most students chose to use the same tool (Google Slides) to create them. </span></div>
<span style="background-color: white; color: #333333; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">My next project is to round-up these round-ups, examining the sorts of things that students did through them. Stay tuned….</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-49466893288140418942015-04-20T07:44:00.000-07:002015-04-20T07:46:22.561-07:00Huck Finn Meets a Sound BoothEarlier this month Randy Kurstin's students from Albemarle Road Middle School had the chance to use the sound booth at Imaginon. They connected that up with <a href="https://goanimate.com/">GoAnimate</a>. Check out what they did <a href="http://goanimate.com/videos/0LWzPd_OHeCI?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent">here.</a><br />
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<br />Cindy Urbanskihttp://www.blogger.com/profile/01433246110917852363noreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-75804073029298059652015-02-15T11:08:00.000-08:002015-02-15T11:08:01.200-08:00Animal Toy Hack: Re-imagining what's Possible in Science and Literacy<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It’s Tuesday morning. MAKER day. Maggie (my current Discovery Place thinking partner) came to class with Michael (Discovery Place educator and my thinking partner from last year). Together, the three of us explained to the class that </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">this morning </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">we were going to have them use the leftover toys from the toy hack (an out of school event held at Discovery Place just a few days prior) to create a representation of the animal they have been researching for our animal adaptations Science unit. This created tremendous "buzz" in the room along with important questions.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">With the “buzz” came a bit of uncertainty. The students weren't quite sure what we meant by a "representation of their animal." So, we explained to them that a representation meant that their project would not necessarily look exactly like the animal they had spent time researching but that it would resemble it based on choices they made regarding the toys they used. I could still sense that the students were feeling a little tentative so I provided an image of possibility, with the help from De’Moya, one of my students. I asked her to tell the class which animal she had been researching. She replied, “A horse.” I asked to tell the group one thing she learned about horses. She stated that, “Horses have strong legs.” I asked her to come over to the pile of used toys and pick something out that might give us an idea of how strong a horse’s legs are. After scanning what was available, she picked up a plastic robot. I asked her to tell the class why she picked this toy up. She proceeded to tell her classmates that the legs of the robot looked strong; like the legs of a horse. This made total sense to the rest of the class. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">With a firm understanding of the term representation we encouraged the students to look back through the notes they had taken about their animal, to think about things they would want others to know about the animal, and to pick out toys they thought would help them best represent the things they wanted to share that they had learned. The students enthusiastically began to look back over the notes they had captured about their animal; notes taken (in previous class sessions) from books they had checked out from the library, notes taken from sites on the Internet, and notes taken from the textbook; specifically a section that featured different types of animal adaptations as well as the learned and evolutionary behaviors that animals act out for a variety of reasons. Over the course of the next 3 weeks, 5, 90 minute sessions, the classroom transformed into a miniature workshop. Maggie and Michael brought both their expertise and understanding of animal adaptations along with tools for the kids to use. The students continued to look back at their notes, thinking about what they had learned as well as what they wanted the representation of their animal to communicate, "shopping" for the combination of toys that would help them out. I have never seen a more engaged group of students work on a project than I did during this one. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Each session brought with it new and exciting realizations. Without being prompted to do so, the students organically started seeing the value of “real time” problem solving, often times collaborating with one another, sharing materials, helping each other MAKE their projects become a reality. They talked to each other (peer to peer in combinations that do not occur under “normal” circumstances) about decisions that were working and not working. They revised their projects in “real time” based on the problem solving, collaborating, and conversations. In the end almost everyone had something they could call "finished." As the MAKE portion of this project came to a close Maggie, Michael, and I started thinking about how we wanted to celebrate all that had transpired.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We decided that we would do a gallery crawl. This would involve the students rotating around the room, table to table viewing and commenting (via sticky notes) on each other's projects. We wanted the students to have more than just their representation to share so we started thinking about some writing that would pull the whole thing together. We decided to have them write an informational acrostic poem about their animal and a reflective paragraph that had the students think about the following, 1) Describe one thing you want others to focus on when they view your representation and state why, 2) Talk about your favorite part of the entire process...from reading and note taking to making your representation, and 3) Talk about how this MAKE shows others what they have learned. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Now, some of the students were not fully ready for this gallery crawl as they actually did not "finish" their representation of their animal. These students spent a majority of their MAKE time tinkering and trying to figure things out. I had to be ok with this. The journey was more important than the destination! One of the main tenants of MAKE is the notion of tinkering; having time to play around, in this case with the materials (used toys and tools) that were presented to the students. Being “ok with this” rubs against “the weeds” that we as teachers get “caught up in” over the course of a “normal” school day; that being, getting kids to finish their work so it can be evaluated so we are ready to report out that learning is/not taking place. Getting “caught up in” these “weeds” is no one person’s fault as much as it is a consequence of little to no time at all to reflect collectively on the expectations placed on ALL stakeholders in education charged with preparing children to become productive citizens in our society upon graduation; a topic for a future resource maybe!</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="1/7/15 - 25" height="419px;" src="https://lh4.googleusercontent.com/Mx6JT6DFWjzKRqVl4coHjFGFkbE6GK1Dt5fD8SkP34R8KHWttrcKxhbnAdwtbU50zSzWE_64asH0RD5m5ZoRNFYOuRNq5mHnOK2CcSgPMveQ8PyAHXP8MBUWwXJYKh396x0" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">However, if one or more of these stakeholders were to remove themselves from “the weeds” s/he would see that the essence of this project includes several components of the Common Core is currently asking of us; namely the cultivation of inquiry and critical thinking through the tinkering process. During these moments of tinkering, as things were/not coming together, the students were learning. They were learning how to take risks and test theories out with the materials we presented to them. From these risks and tests came success and failure. Students realized that some materials worked better with each other than others, that one tool would assist them in ways that others could not, and that it was ok to seek help from the person next to you, even if that meant interrupting them from their own work. The images included in this resource highlight what was learned throughout this MAKE and as I type these words I cannot help but think what might happen if I myself embraced wholly the MAKE process described here; this notion of tinkering, into the traditional spaces of the instructional day?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="1/7/15 - 10" height="384px;" src="https://lh3.googleusercontent.com/HQ03QjdPn7bhTgkGNIRY6kQEsaOGocEEfgyowhSrkTf4ZBtTyncn29_OdkFanjSQi6ZDjQLs845p8J5H0WN_0l_DlGBJ_Ojf8vJ7yG_aTAEmj7pzpgu8_dMg2WGyaz78bts" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="1/7/15 - 18" height="362px;" src="https://lh5.googleusercontent.com/YO3JfFYeVmvf-Tps22gOVTASR1GVqsoeSZGGfW03zUAGcgqHDDGzhO5A7e4Gk4_jADHrazc7uxQ3I735TyHe5ELcq_VMSiajCq_Wa_baRAf-2zterphoDiBIwcdRXMXpgh8" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In an effort to help all of the students see the value in what they had learned through their tinkering with the toys "finished" or “not,” we asked them to look at what they had “completed” and reflect (in writing) on what they would do if they had more time. The reflection, like the two other pieces of writing, gave the students the opportunity to look back at all of the amazing work they DID complete; understanding that with any project, there comes a point when it needs to be abandoned, making room for the next learning experience. We asked the students to think of this reflection in this way so that when people came into the class and or to their desk to view their work, they had a “complete” vision of what they were looking at.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="1/7/15 - 3" height="468px;" src="https://lh3.googleusercontent.com/y9ZTX6zZEATcmnfIZxKlk4055Veu9mXxXLpf0Pa7-s04NtjRwflrw0gZvtREQr2QaywC-elxLvlCTDnQPMN6oYnQvAoBuGlLgWmcUHeuShr2leR5xeLU2B3JHWL-nkM_VVI" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The gallery crawl was scheduled for one, 90 minute session so we could explain to the students what was expected and give them a decent amount of time to view and respond to each other's work. Students rotated around the room in groups of 4, viewing all of the amazing work that they made. Armed with sticky-notes and pencils, they commented and questioned what they saw and read. When the gallery crawl was finished, each student returned to their seat and read through the comments/questions that others had left for them. We then asked if anyone would be willing to share with the group what others had written to them. Even though the kids had the option to leave anonymous remarks many of them signed their names and each student that shared a sticky note from a classmate made sure we knew who the comment/question was coming from. They were so proud of themselves and delighted with what their classmates had to say to them about their work! The whole group sharing that followed the gallery crawl was very emotional in that the students were bonding with each over a project that included so much; reading, writing, thinking, sharing, collaborating, MAKING. It was overwhelming in a very positive way!</span></div>
<br />Anonymoushttp://www.blogger.com/profile/02694482649924644390noreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-3361937535534684092015-01-31T20:02:00.000-08:002015-01-31T20:02:38.094-08:00Clinkity, clink, clink: Extended Inquiry into Marble Mazes<div style="color: #2b2b2b; font-family: Lato, sans-serif; font-size: 16px; line-height: 24px; margin-bottom: 24px;">
Last year I came to school one day to see a giant marble maze created with blocks by two older boys. It made the most pleasant sound as the marble got to the bottom: clinkity, clink, clink! There are these kinds of pivotal learning moments that stick in the minds of the kids even this year. The other day I heard a younger student, who started this fall and hasn’t met the older kiddos very often, referencing “the day Tino made the awesome marble maze.”</div>
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Marble mazes have become part of the culture the group of 2 to 8 year olds in our play based early childhood program. This year one of the oldest kiddo in our crew (age 7) began making marble mazes early in the school year. With lots of time trying this out at the block center another kiddo latched into this idea quickly. For at least two months there were marble mazes built every day. They were built inside with unit blocks, with miniature unit blocks inside and and outside and outside with hollow blocks.</div>
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Following this interest Carla, our Discovery Place partner, and I brought in more materials that might extend the interest. We made marble paintings, tried a pre-made marble maze kit, made our own felt balls and used cardboard and straws to create labyrinth style marble mazes.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjADEmkiThCYHye9EchJCGJe9eBk8uoVOIdATTsTZ5W8M2ebMfXZqL2FSy_Lucov0TalrCym7-rIgRQDLindTN1lTYI5lcizc5YLnBkWkyDcBR5SoOnqic2WJi4QxMMmCXvZn_OdHg7QsA/s1600/IMG_2905.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjADEmkiThCYHye9EchJCGJe9eBk8uoVOIdATTsTZ5W8M2ebMfXZqL2FSy_Lucov0TalrCym7-rIgRQDLindTN1lTYI5lcizc5YLnBkWkyDcBR5SoOnqic2WJi4QxMMmCXvZn_OdHg7QsA/s1600/IMG_2905.JPG" height="640" width="480" /></a></div>
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It's been exciting to see all that has happened just around this one concept. It really has become a collaborative extended inquiry. Here are some of the things I noticed along the way!</div>
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Lots of physics is involved in block play and building generally. As kids manipulated blocks, cardboard or pre-made pieces they had to think about how the materials worked together, what would create sturdy pathways and walls. They decided which kinds of blocks or other materials would work for specific purposes. As they played more and more with the marbles, they developed understandings of force, movement, and incline. They tried different kinds of balls, too: felt balls, beads and wooden balls. They had discussions about the weight of the balls, the size and the smoothness of the surfaces and how this changed the way the mazes worked. They explored symmetry as they created two sides of the maze or two tracks side by side. They explored length and measurement as they tried to see and describe to others how far certain inclines would allow balls to roll and as they found ways to articulate to each other how long a certain part of the maze or even a certain block needed to be (i.e. "Hand me the long one. No, the one that is like two of these.")</div>
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And there were overarching learning ideas in constant play, too, particularly this inquiry made space for iteration, revision and mentoring from one another. They revised the mazes in the moment as they went. Usually a child would begin building and at some point would stop to try rolling the marble to see how things were going. Then back to building to make changes. Eventually they would declare the maze as ready or done and often get someone to come over to see how the marble rolled. Sometimes this sharing process would lead to more changes. Sometimes something unexpected happened during the share and kids went back to the drawing board. Sometimes another child coming to see would have an idea for improvement or just something different and they would try this out together. Very often multiple kids worked in the area on various mazes. They watch what others are doing and try the ideas out themselves.</div>
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They also hold the old mazes they have seen in memory and try them again next time. I guess this is the thing about the extended inquiry. This interest continued over months. So the kids were iterating all the time, trying the ideas again and agin. They were able to build on their own attemps, on what they saw other kids do and even on the lore of last year :) Overtime I saw marble mazes change from a long flat structure to ones with multiple pathways, two side by side tracks, high rise mazes, large scale mazes, mazes with obstacles. Something like adding obstacles spread through the group, until this idea was common knowledge.</div>
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Ideas from the marble maze inquiry spread wings in new spin off projects, too. The kids started making obstacle courses with large hollow blocks, chairs and boxes. Carla and the kids even made a rat maze for the Discovery Place rat, Patsy (now renamed by the kids as “Petsy”). They used blocks to build a maze with multiple paths and areas for Patsy to find carrots.</div>
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The social goes hand in hand with all of this (of course!!!). I saw how marble mazes worked to build relationships between children and among the whole group. As the marble maze inquiry continued and was shared, every child was involved at some point and so the inquiry became a point of cultural connection that was important in our transformation into a gelled community from opening of school into the fall. The reason the interest became an extended inquiry is because the kids felt connected to the ideas and the other people playing around with it. It's always back to the social-emotional :)</div>
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2485198375541761065.post-78309257094578120652014-01-26T06:01:00.000-08:002014-01-26T06:01:48.073-08:00Tired and inspired: lessons from three days of student making<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<b>I spent one week making with my students in October for our second make cycle. At the end of every day, I tried to do a little written reflection on the experience. Towards the middle of the week, I came to some important realizations that I captured in this reflection. The following post is one I adapted from the reflection I wrote after the third day of making with my students. </b></div>
<b id="docs-internal-guid-621a7f5d-ce40-aa4b-2992-149cee308ba7" style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I was going to post on day two, but to be honest, I just didn't have the writing in me at days end. I don't think that I have it in my today either, but the inspiration I’m feeling from the events of today is driving this post on. Something special happened...something that wasn’t there on the first or second day...or at least not to the same extent. There was widespread flow...that space where the subject and the object had come together and it becomes difficult to tell where the artist ends and where his or her art begins. The kids were into it….the completely-lose-track-of-time-and-space sort of into it, and what they were making was no longer a set of boxes and pipe cleaners, papers and paint. Kids had direction and purpose. There was still tinkering, yes, but there existed a sense of ownership that before today was only apparent in limited amounts. Today was awesome. </span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I was talking with other teachers before today...talking about the concern I had that <a href="http://fultonsela.blogspot.com/2013/11/make-cycle-2-overview-noticing.html" target="_blank">the requirements that I had set forth for the project</a>...about it being connected to students histories, future career interest, and science...were sort of falling to the wayside. Kids were making cool stuff, but it really didn’t seem like what they were doing was considering these elements. And their makes sure as hell didn’t look like they fit anywayshapeorform into our broader Cycle theme of mapping. </span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">But this disconnect seemed to shift today. Once students had an idea of exactly what there make was to be, they seemed to move forward with it with a greater consideration on these requirements that I had given them. This observation is important for the making classroom and teacher. This idea of “backwards planning” (or in our case backwards making), or making with the end object in mind, is closely tied to the common approach to teaching. There is an objective, a lesson gets designed around teaching that objective, and in the end students are measured on how well they mastered that objective that was clearly understood by all involved beforehand. Yes, I do see some faults in the model (because learning is a complex thing based on more variables than can possibly be considered, and regardless how clear the objective is or how well the instructor designs the lesson, no two students are going to see something exactly the same...let alone the objective as the instructor sees it), but still, I’d be lying to say that I didn’t adhere to it a little….the fact that I was frustrated and confused when I saw that the requirements weren’t shaping students' make is a testament to my holding this belief. </span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This school model, though, runs counter to the making (and learning) process. The learner does have some vision, yes, but as the composition as formed that vision is revised and revised based on the makers' experiences, struggles, and new learning. </span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">So, coming back to this topic of requirements. I don’t think that they were a bad thing. I’m just seeing now that students’ not adhering closely to them in the first days of the project was perfectly fine. I didn’t beat the requirements into them when I noticed they weren’t being considered...and I’m seeing now that was a good thing. Requirement beating wasn’t necessary. Space, encouragement, and freedom to make was. Before students fully understood exactly what it is that they were making, they weren’t yet ready to consider the requirements. Now, with direction in place, I’m seeing all sorts of deep thinking happening on the parts of students about just how those requirements (and even how the idea of mapping) applies to their make, and this thinking is shaping the final vision...or revision, about what they are composing. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">So my take away….requirements are OK, so long as they do not become restrictions. It’s fine to plant the requirement seed in the beginning, but give it space for it to grow. It’s not possible for students to develop a close connection and vision of their make if they are making it to meet a focused objective. Let the connection happen and the make become personal. Forget the vision of what it should, or even could, look like. Let them discover it for themselves and then figure out how the requirements should apply. </span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">And oh, here are a few other things that I noticed.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">space for collaboration is valuable...because of it, students draw on each other for their skills, experience, and expertise. Partnership form between individual makes already started, forming new, more complex integration of ideas.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Painting...it’s messy, but seeing it in the hands of students makes me even more sad that art was cut. It allows for more than just a creative outlet, it brings about really deep and complicated thinking...like Maria’s Pink Floyd-album looking painting that speaks to the disconnect between humans and machines when it comes to her knowledge of the medical field...or Sebaistians' black box that connects his knowledge of minecraft to his future in computer engineering. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Time. An hour a day for five days is hardly enough. I worried about this before we started, but I was thinking we’d have too much. Nope, not at all.</span></li>
<li dir="ltr" style="font-family: Arial; font-size: 15px; list-style-type: disc; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;">Cardboard is the ultimate making material. </span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><img alt="" id="id_eb2_3957_9dc8_8315" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRkwsW694kaAKkR2RkvC406CzqHNEprYA5qc-Vw3tHmy6XBSVcp-AQxWengS66Ufa7DQy7u_o2eHp-HgnF82Yo9zh6EyAqUvh7uxvt3s0RXajNPJhUbhO55eZ2kk7IDZSAVjX9HkL5UVze/" style="height: 468px; margin: 4px; width: 341px;" title="" /></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-27078056638647066742014-01-26T05:47:00.004-08:002014-01-26T05:48:24.134-08:00A time and a place to think...<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPQcEyNYSivQt3Hp8Nsf2refvqP0yNTBYchtx90cusCBRaZk8qlZ7OoWPGL36QeJIaJO5TF7_UkSIEFhxRyHiUU0gbq2XHQF96mXKGzqGGNtwASpyi3Exk3lYNtHCfZLkiDr46S_S-G6t6/s1600/photo.PNG.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPQcEyNYSivQt3Hp8Nsf2refvqP0yNTBYchtx90cusCBRaZk8qlZ7OoWPGL36QeJIaJO5TF7_UkSIEFhxRyHiUU0gbq2XHQF96mXKGzqGGNtwASpyi3Exk3lYNtHCfZLkiDr46S_S-G6t6/s1600/photo.PNG.jpeg" height="640" width="532" /></a></div>
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This weekend was spent making, planning, hacking, and collaborating with a special group of people. I can't wait for our "teaser" trip to Discovery Place!</div>
<br />Mary Catherinehttp://www.blogger.com/profile/10647084053895374080noreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-54401723099552254632014-01-25T19:57:00.000-08:002014-01-26T06:06:59.759-08:00Making STEAM and ME...Saturday night...the end of a long day of planning...collegiality and...making! I'm hanging out at Ocean Creek Resort in North Myrtle Beach, on a retreat...with a cohort of people from the UNCC Writing Project, Tar River Writing Project and Discovery Place. We gathered here this weekend to think more about a project we are currently engaged in called the Intersections Project. The only way something as ambitious as the Intersections Project "works" is if all the key stakeholders involved get the opportunity to imagine what that project may end up looking like...as they are making it.<br />
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That's exactly what <i>this</i> weekend retreat has been all about...a chance to imagine what is possible. Getting to spend time with Michael (our Discovery Place expert) and Mary Catherine (my friend and fellow teacher at David Cox Road Elementary School)...thinking about our 2nd Make Cycle and planning out future experiences at Discovery Place has been very exciting. How so you may be asking?<br />
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Well...to begin with...through our collaborative efforts...we are attempting to plan an experience that will be memorable for the students we teach while showcasing...to our principal...an image of learning not currently valued in many traditional school settings. Memorable in that "it" (a series of field trips to Discovery Place and the McColl Museum) will connect what students are learning in the classroom <i>with</i> the concept of MAKING as well as the connections (or intersections) between Science and Literacy they will inquire into while on their field trip. The image of learning we hope to illustrate as having value is one that involves risk...creativity...imagination...collaboration...and...the realization that much can be learned through failure.<br />
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Just this week...Michael, Mary Catherine and I witnessed...in our respective classrooms...what learning could be like as the students built structures with rectangular, wooden blocks. After spending a few minutes examining the blocks' attributes and engaging in free building...to figure out what could be done with these ordinary pieces of wood, the students attempted to build structures that could hold a predetermined amount of weight while trying also to see how high they could build something. No one laughed when somebody's structure fell...instead words of encouragement were given...along with advice...based on what was being learned through the experience.<br />
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Why can't this level of engagement happen during a traditional lesson on (for example) understanding how to determine cause and effect in non-fiction text? What is missing in our practice that makes the wooden block experience stand out as something foreign to what happens daily in our classrooms? Working with Michael and Mary Catherine...through the Intersections Project...provides me space to think about these and other questions.Anonymoushttp://www.blogger.com/profile/02694482649924644390noreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-26990626872126177582013-10-17T04:24:00.001-07:002013-10-17T04:25:52.068-07:00Launching a Collaborative Project through "Yes, And"The elevator door opens and I fumble my overfilled rolling cart of magazines, tape, wires, batteries, paints and cameras onto the second floor. About ten of my friends and colleagues and a few new faces are moving in some kind of purposeful chaos around the lobby. Sally, a high school English teacher, walks up to me her hands out stretched holding an imaginary box.<br />
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"Lacy! Thank you for this old banana peel!"<br />
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Having played this game before I get the cue and reply with only the smallest stutter, "Oh, yes! And I just knew how you needed this for your compost bin."<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNEohtK1o2YjJ6WauH6VJFAo2Cxp0dR49_gRcKF5wtIb4397PMbdeUkpSrXSGZzQVx4BX85ODWTyTfX5kvtVlaa-uUrxZDfVA50IzNsHNKnLxEf5mQWqblqE5zeOa6eKGBBb57700TMac/s1600/2013-09-11+11.33.19.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNEohtK1o2YjJ6WauH6VJFAo2Cxp0dR49_gRcKF5wtIb4397PMbdeUkpSrXSGZzQVx4BX85ODWTyTfX5kvtVlaa-uUrxZDfVA50IzNsHNKnLxEf5mQWqblqE5zeOa6eKGBBb57700TMac/s320/2013-09-11+11.33.19.jpg" width="320" /></a></div>
Sally and the other folk playing around in the lobby are Discovery Place educators and National Writing Project teachers and their colleagues coming together for the launch of our collaborative project: Making STEAM: Discovery Place and UNC Charlotte Writing Project Intersections Project. Through a grant from the National Science Foundation we have come together to create a partnership for exploring and enacting intersections between science and literacy.<br />
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We began our day with the improvisational work in the lobby to both build community and to embody some of the big ideas in our project. Our Writing Project site and Discovery Place have been playing with improv in our classrooms, learning spaces and professional development experiences to understand connections between the body and language. As we play with, perform and show how language works through our bodies we begin to grapple with an idea Michael Polanyi, a chemist and philosopher says this way: <i><span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">“it
is not words that mean, but I who mean by them.”</span></i><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwryDWRWbZ6qwoEL9FBybuWDBQcyAi5o8ixswTuINoKlnjgthSbaA613js9uoCCKa3lbeaWaC_WJxifEu5c7_tle5uUZePu0vUPso6Rm_m_bpl06ByzOyT9d5904ZqaTNklF1KzRJfYCY/s1600/2013-09-11+11.33.11.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwryDWRWbZ6qwoEL9FBybuWDBQcyAi5o8ixswTuINoKlnjgthSbaA613js9uoCCKa3lbeaWaC_WJxifEu5c7_tle5uUZePu0vUPso6Rm_m_bpl06ByzOyT9d5904ZqaTNklF1KzRJfYCY/s320/2013-09-11+11.33.11.jpg" width="320" /></a><i><span style="font-family: "Calibri","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br /></span></i><br />
The "yes, and" game in the opening story connects to our work in several ways. The maker movement embraces "yes, and"ing of materials and concepts through recreating, remixing and meshing technologies and tangible materials. (<b>Yes</b>, this toy car that buzzes, honks and plays five tunes, doesn't leave much to the imagination. <b>And </b>there are motors inside this toy that we can take apart and use to make a <a href="http://tinkering.exploratorium.edu/scribbling-machines/">scribblebot</a> using our own designs!)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9YXWaepjT9uZamOzgyr_UKttLN7tORD4WQ7wqJkqGzJ0M7DW7gYsRQct6hduoDVOXavz93oj_g_ANzMfuxzZTzl9CNBiNhMVe0TVK8GcJmRj4FTnAk9pWU790wnGhXSbQYxHfUrMaL24/s1600/2013-09-11+11.33.57.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9YXWaepjT9uZamOzgyr_UKttLN7tORD4WQ7wqJkqGzJ0M7DW7gYsRQct6hduoDVOXavz93oj_g_ANzMfuxzZTzl9CNBiNhMVe0TVK8GcJmRj4FTnAk9pWU790wnGhXSbQYxHfUrMaL24/s320/2013-09-11+11.33.57.jpg" width="320" /></a>We also are using "yes, and" to learn from one another as educators, who inhabit differing contexts. We can "yes, and" to figure out how sharing from multiple work positions can make the familiar in our worlds strange and lead us to different images of possibility (i.e. What if a school classroom space worked sometimes more like an interactive science museum- where the materials and environment encouraged informal learning? And what if field trip and science museum experience planning working sometimes more like the National Writing Project network- where people are the biggest resource, and fluid collaborations are reflective and fluid?) <br />
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Our big undertaking in this project is to "yes, and" the public school context of teachers in the project, whose context is rich with a history of public discourse, social justice and critical pedagogy and rife with the constraints of the corporate, high-stakes test-taking agenda. We are imagining ways of leveraging this context as we mesh intentionally with the pedagogy of informal learning and community centeredness of science museums and the humanizing and empowering connection of the National Writing Project. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-pUMb0ZtBv9rXC8RwOyaqvj2oyED_4pjbjOUuxrOGuG3yIaOjB0RjywCVXIydnCakL2oBTkDO4Jatm54RpneWEL9NMa1aDlNY-Vbbu1aixfKehtC23TmQJ0tg-QFu7tijr0gLgpD20Cc/s1600/2013-09-11+11.33.41.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-pUMb0ZtBv9rXC8RwOyaqvj2oyED_4pjbjOUuxrOGuG3yIaOjB0RjywCVXIydnCakL2oBTkDO4Jatm54RpneWEL9NMa1aDlNY-Vbbu1aixfKehtC23TmQJ0tg-QFu7tijr0gLgpD20Cc/s320/2013-09-11+11.33.41.jpg" width="320" /></a>Read more on the About page and stay tuned for our future posts to find out more about the story of our collaboration as we harness our experiences with STEAM (science, technology, engineering, arts and math) based learning and the maker movement to think together in the intersecting spaces between science and literacy with the intention of "yes, and"ing learning spaces in and out of school.<br />
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Lacy Manship,<br />
Teacher Consultant & Associate Director<br />
UNC Charlotte Writing ProjectUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-2485198375541761065.post-35751409756649033792013-09-10T09:11:00.002-07:002013-09-10T09:11:58.879-07:00<div class="separator" style="clear: both; text-align: center;">
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