My students constantly amaze me. They come up with great ideas and are innovators in their own right. Not only do I enjoy hearing their thoughts and ideas, often times we implement them in our classroom. I also feel fortunate enough that my students feel comfortable enough to share their ideas with me; knowing they will be taken seriously and not ridiculed.
Recently, one of my resource students (one with an IEP for both reading and math) created her own accommodation. We have been reading Tuck Everlasting and using a Hyperdoc to help guide us. While discussing one of the slides in the Hyperdoc, I noticed that the student had written some notes in the ‘Speaker Notes’ section. I found this interesting. It also made me a bit giddy as she was taking full advantage of our discussions. I privately talked to her about taking notes to tell her how impressed I was with her choice. She then revealed that she put on ‘Voice Typing’ during the conversation in order to capture everything that was said. Not going to lie, THIS really impressed me. Honestly, not sure I would have thought to do something like this.
Later, I shared with the class what the student had done. Expressing how I felt it was a good use of technology, but shared with them my expectation that if they used this strategy, it is to be used as a means of note taking and all responses should be in their own words.
The next day, we were discussing the events that took place at Lexington and Concord – studying the American Revolution. At one point a group of students had ‘bug eyes’, began giggling, and pointing to their computer screens. I walked over to find out what was so entertaining. Sure enough, someone in their group had turned on ‘Voice Typing’ to capture the information. All I thought was, “Go kiddos!”
Yup, I’ve got #FlipgridFever along with my students. Over the summer I learned about Flipgrid. I was intrigued by the idea that students could respond using video and their videos would be organized! No messing around with creating and uploading. The whole thing is wrapped up in one neat package.
So the first week of school was the perfect chance to play around with the tool with my students. After listening to a speaker, Steve Ventura, I was inspired to ask my students “What does a good learner look like?” He asked students in a school and the answers were of passive students – “Doesn’t disrupt the class,” “Listens,” and so on. Based on his experience, I wondered what my students had to say. Sadly, much of the same: “Someone who does well on tests,” “Someone who reads a lot,” etc. I plan to ask them again later in the year in hopes that they realize that a good learner collaborates, questions, defends, disrupts (respectfully), etc.
Now I’ll be honest, I had no idea how to use Flipgrid. And I told my students that! They were eager to explore the tool. They had no problem jumping in and figuring it out. And then…they discovered the stickers they could put on their pictures. Some enjoyed the experience so much they asked to create another video. Yes, I allowed them to. I wanted them to play with the tool now so that when we use it for learning they can focus on the learning and not the stickers!
And they couldn’t get enough of watching each others’ answers. They loved that they could ‘like’ or ‘love’ a particular video. In fact, they had so much fun they came in the next day asking if they were going to do it again!
I plan on using Flipgrid for responses in literature, defending a math problem, and self-reflections on projects and work. The possibilities are endless. I know that we will read Bud, Not Buddy this year. It might be fun to have students use Flipgrid to respond as if they were a character. I am so excited to use this throughout the year!
Yesterday, my class began creating a Coordinates Breakout. They figured out which locks to use and what the codes would be. Today, I tasked them with creating the clues and a story to accompany the Breakout.
We had a bit of trouble coming up with a story so I had them creating some of the clues to the locks. They were RockStars creating the clues! They really thought out how to make the clues meaningful, with a bit of depth. One clue deals with the compass rose. We are still debating if we should have different ones on one page or split them up onto different pages and have them placed around the room. I think we will have to run the game with another class to work out some of the kinks.
Another clue, or three, deals with coordinate planes – first quadrant. Each group took a different approach in creating the coordinateplane. One group created a visually pleasing one with gradient coloring and took the time to draw each line. Meanwhile, another group struggled to create one; they needed four or five. The struggling group asked if the gradient colored group would mind sharing so they could copy their coordinate plane. And of course, the group was kind enough to share!
Then, while in the middle of creating, a student came up to me with a back story for our game. We bounced ideas off of each other and made it better. Tomorrow, I think I am going to have the students work together to make the story even better.
So far, this experience has been challenging, yet rewarding. It is our plan to submit the game to the Breakout EDU website. I think before that happens, I will share it out to make sure it’s in tip-top shape!
On a quest to find more meaningful work for students to do at home, my 5th-grade team has been toying with projects. We have refined our ‘Homework Matrix’ through the year. Basically, students are responsible for producing 4 projects per trimester. Some have been to look for the International Space Station (ISS). Others have been to create a sculpture that can be placed outside. However, I think my favorite has been the ‘Create a shadow box about someone who is important to you.”
The students have been creative, caring, and proud of their work. The shadow boxes range from an actual shadow box to a large wooden box, to an old drawer, to a picture frame that was painted. They have talked about their sisters, moms, aunts, dads, and cousins. I love seeing what they have to say, as presentations are a given in my class, and what they include. Even more fun, is hearing how families are working together to create these projects.
Finally, today I held my first real BreakoutEDU of the year. I say ‘real’ because I had run Mini Math Breakouts earlier this year. They were a success, but I just didn’t have enough kits to pull off a full class Breakout (I now know it can be done with one kit and tickets).
Holy Cow! It was a GREAT success. I mean, I knew it would be but it still blew my mind. A few weeks ago I sucked it up and purchased 4 more DIY kits. I had purchased one from the website a little over a year ago and was hesitant to buy more – I’m cheap! Anyhow, today I ran 5 simultaneous breakouts – Grammar Gurus.
The entire class was engaged. Each group had no more than 6 students. They all seemed to work well together. There were a few groups that I had to remind to communicate with one another, but honestly, they did great. In the end, no groups completed the task. A few came really close to opening the last lock.
The really fun part, for me, was watching the students work together, quietly, for 45 minutes. This is something they rarely do – especially lately. In the end, they begged to have more time. Even when I didn’t give them more time to finish the puzzles they asked if we could do it again, WHEN we could do it again, and suggested we do one every Thursday.
When was the last time your students failed a task and BEGGED to do it again, soon? Later in the afternoon, I had another group of students in my classroom. They saw the locked boxes and asked what they were. I briefly explained what we did earlier and they asked when they were going to do one.
I’m so excited with the outcome that I will try to plan them more often. I already have one planned for Read Across America Day – Dr. Seuss’ Birthday. If you haven’t tried a Breakout, I highly suggest you do. You and your kids will love it.