Imagine it is your first day in first grade…in a new school…in a new city, state, and…country. Actually, that is kind of hard to imagine for many of us. For me, I would have felt culture shock if I had moved from rural, small-town Idaho just to Boise, let alone New York City or Madras, India.
And yet there are students from all over the world in Boise now that are experiencing that "first day" described above. There are over 30 languages--and more importantly, cultures, represented in the Boise School District. What can I do, as a classroom teacher, to help bridge those cultures together?
Well, I can't think of anything that crosses more cultures than talking, animated cats.
Yes, the cat is speaking Arabic. I used Voki Builder to design the cat--it could have been any number of animated characters. Voki actually designs it, I just chose the cat and my four-year-old son chose the background. Voki allows you to add the voice, either through typing text or using a mic on your computer. They also have an option where you can phone in and record the voice, which is what I did in this case. I went to Google Translator and typed in the following text:
"Good morning. Welcome to my class. I am pleased that you are here. I look forward to many enjoyable days with you."
I chose to translate into Arabic, but Google has 88 other languages you can choose as well. I first pasted the translation into Voki, but to be honest, Voki isn't the best at reading and then speaking Arabic. So I recorded the audio translation from Google through my phone, Voki embedded it, and, voila: an Arabic speaking animated cat.
No, it is not the easiest to hear or understand. No, I did not check the translation with a native Arabic speaker, so I am showing a bit of faith in Google's translating software. And definitely no, I am not suggesting we use this technique to teach lessons to Limited English Proficiency speakers.
I am suggesting that through the use of a couple of easily accessible pieces of technology, a classroom teacher in Boise, Idaho, can help make that first day of school a little less scary. No matter what language Voki creatures speak in, all kids will laugh with it. And laughter truly is the universal language.
Now I just need to go do some more research to find out which cultures might find talking cats offensive...
Classroom Vision
I've substituted or worked as a paraprofessional special educator in 21 of the 26 elementary schools and 7 of 8 junior highs in Boise, and my overwhelming impression of the classrooms I've been in is…blah. I know there is a huge amount of personal bias in that opinion, but quite frankly, a majority of those classrooms have been subtle variations on the same theme. If it was a font, it would be titled "Elementary Class." If it was a template, it would have pictures of laminated, pre-purchased alphabet strips and number lines, as well as more images of laminated buzz-words like "reading for comprehension" and "word wall" and "math facts." Like I said, kind of packaged.
The memorable exceptions to the rule are GATE (Gifted and Talented) and kindergarten classrooms. GATE classrooms I have been in featured unconventional desk layouts, and things like comfy couches, copious bookshelves full of challenging books, and most memorably, a science area filled with complex marble/mousetrap machines in various states of construction. The kindergarten classrooms often feature things like play lofts and a plethora of tools for creation, be it Play-doh, blocks, or easels and paint. The unifying aspects of these classrooms is the celebration and recognition of exploration, creativity, and hands-on learning.
While I realize there is the very real fear of overstimulation, I would rather start with blank walls than with pre-printed laminations from Elementary School Teachers 'R' Us. I believe all children are gifted and talented in their own way, and should be provided the tools and venues to show it. I want children to have opportunities to demonstrate maturity, self-regulation, and responsibility, be it in a play loft, reading tent, science lab, or library tent.
My vision for my classroom includes(as applicable by grade), but is not limited to:
Student-made alphabet strips and/or number lines. Perfect first day of school activity.
A reading chair or couch, with a "window" to the world. The window would be an actual window frame with rotating, student-driven pictures or depictions of the wondrous outside world, real or imagined. Especially nice for the many windowless classrooms I've come across.
Well organized book shelves with a variety of books that inspire the children to read for pleasure, be it fiction or non-fiction.
While I would celebrate and display class-generated art, I also want a place to display individual works of art--things the students generate of their own volition, at home or in school. Needless to say, the class will need to be equipped with the means to produce art.
An area for ongoing science projects.
A kickin' hi-fi stereo system. Music is important.
A prominent "awards" location. Like the badges used in EdTech 202, having tangible and attainable goals prominently displayed will lead to a sense of purpose and pride. In all seriousness, if a goal of the state and the teacher is to satisfy the standards in Common Core, why not use those standards as a group (not a series) of badges to reward students? I can think of one first-grader I know, who may not perceive himself as a great reader, but how good will he feel when he is recognized for being one of the first students to earn his "mastered the VCe spelling pattern."
Maps. I love maps--they inspire and inform. No matter the age, I will have a map of the world with three pins per student--"where you are from, where you have been, and where you want to go."
These are just a few examples of what my classroom might look like. The overarching theme will be one of wonderment, recognition, exploration, and creativity. We may not be studying potions and spells, but I want students to feel like going to my class is like going to Hogwarts--even if occasionally I have to act like Professor Snape. In a nutshell, my vision statement:
"My classroom will be a space that inspires creativity and encourages exploration. Students and parents will feel a sense of optimism and curiosity. Students will not be "taught," but rather "guided" as they use their inherent abilities to form their own schema about their world. Mistakes will not be shunned, but instead used as a source of insight on the winding journey from A to Z. The classroom will not be a dull prison nor a safe sanctuary, but rather a secure ship from which we will sail the seas, exploring and pushing our boundaries, not expecting to find buried treasure at the end
(though we'll look), but instead creating fond and lasting memories."
Goal and Objectives Goal: To demonstrate exceptional teaching and inspire life-long learners.
Be a master of content, but moreover, creatively deliver that content in ways that connect to all learners. I will endeavor to continually upgrade my knowledge and delivery skills through personal exploration, professional development, and peer-collaboration.
Undertand my students and parents by observation and interview. I will know my students faces and names before they begin school, and I will get to know their parents and guardians by meeting them before and after school, at conferences, and at events. Through fact-to-face and a variety of electronic communication (email, website, blog) I will encourage an atmosphere of openness and trust--an environment in which all--myself, the students, and their parents--are willing to share their triumphs, fears, and failures.
Become a mentor outside of the classroom. I will coach sports, lead outdoor expeditions, and be involved in the community for whom I am serving.
I will model lifelong learning by sharing my own educational adventures, be it travel, music, books, language, or ???
The architect of the Educational Technology class I am currently taking has a lot of forward-thinking ideas about the role technology should have in education. He doesn't see technology as a complementary tool, but rather a means to rethink the whole education paradigm. Ball point pens were an improvement over quill and ink, typewriters were quicker and more legible than handwritten, and computers with spell check are vastly different than the earliest word processors. But when you think how much technology has changed in the last century, and compare it to education, one of them is lagging far behind. And it isn't that watch on your wrist that can practically read your mind.
Check out Dr. Chris Haskell's brief overview on his vision for the future of education:
Dr. Haskell teaches EdTech, but he could also have been lecturing in my Educational Psychology class this week, as we discussed student motivation. There is a model called "TARGET" (Ames, 1992; Epstein, 1989) that helps identify six areas where teachers can make decisions that influence student motivation to learn.
T: Tasks for Learning--Does the task have value to the student? Does the student expect to be successful? Dr. Haskell's vision accounts for both of those questions. Haskell rightly points out that often times students feel so hopelessly behind in a class that attaining an "A" is impossible. His model presents a world where students always have a chance to be successful.
A1: Authentic Tasks--Does the task have some connection to real-life problems and situations? Is it something the student would (a)utonomously choose to do? At the very minimum, game-based learning would at least provide a real-life framework within which to learn--everything else the student does in life is on mobile technology, done in the moment. Why shouldn't learning?
A2: Supporting Autonomy--Self-determination is essential to keeping students intrinsically motivated. Game based learning as described by Haskell and practiced in the course I am taking allows for a great deal of self-determination. Of course, there is a guiding framework--bounded choice--that helps determine the overall direction students take, but within that framework, students are given the freedom to choose which tasks interest them the most. If they leave less desirable tasks for the end--that is their choice. It is actually parenting 101--you ask you children "would you rather have brussel sprouts or carrots. Carrots? Ok, ten bites or fifteen bites?" The same is true for those pot-luck sign-ups you see as an adult--you are probably more likely to participate when given a choice of dish to bring, than if you are summarily commanded to bring a green-bean casserole. What if you hate green-bean casserole? (I love green-bean casserole, for the record.)
R: Recognition of Achievement--Students should be recognized personally, not just with a peer-indexed letter grade, but in a way that is personal to that student. It could be an improvement on a personal best, or it could be recognition for an achievement that highlights their personal creativity or persistence. In a choice-based system, all students would be in a position for recognition, not just the students who were successful in the teacher-driven lesson plan of the day. In this class I am in, even during times when I felt I was getting behind, I had a page I could look at to see the "Badge" I earned in the first couple of weeks of class. The badge was a source of pride, as was the little meter on the home page that would spike up whenever I accomplished a number of tasks.
G: Grouping Practices--This refers to the use and constitution of collaborative/cooperative group work. At first blush, the idea of games and collaboration may seem to clash--picture a person all alone in his mother's basement, staring at a computer screen. Until you realize that person isn't a student typing an essay all by himself, but rather FaceTiming with classmates all over the city as they collaboratively solve a complex physics problem. The idea of using technology and games to enhance connectivity is a powerful and perhaps currently under-utilized one.
E: Evaluation--Motivation will increase when students have an intrinsic desire to master the learning, rather than just do what it takes to "pass a test." When test scores and letter grades are de-emphasized, more attention can be paid to mastering the task out of sheer joy for learning. In this class, I have used the task instructions for a guideline, but in many cases have put far more time and effort into an assignment than I might have if I was worried about the final letter grade. And I do have to worry about the letter grade, because if I don't maintain a high enough G.P.A., I won't get into the teacher education program, and my life will be ruined and my kids will starve. But because it is de-emphasized, I can focus on the fact I get genuine intrinsic satisfaction out of doing a job well done. To connect to some of the above points, because I have chosen autonomously to do this assignment right now, and because I feel it has value for my future, I am spending far more time and effort completing it than I need to in order to get an acceptable letter grade.
T: Time--Classrooms, by necessity, are on carefully administered schedules. This might be great for students who are bored and unmotivated--"just a few more minutes, and this stupid assignment will be over, whether it's done well or not." But what about when a student is genuinely motivated to achieve a task? This could be an advanced student who is often bored by 'regular' content, but is suddenly motivated by a special project, or, more likely, this could be a struggling student who is finding success with a task but just needs a little bit more time to finish it, and with the finished project receive the recognition they may be sorely lacking. Technology and game-based learning allow for these discrepancies in time--the advanced student has time to pursue more complex pursuits, and the struggling student still has a chance to finish a project and feel a sense of accomplishment.
In conclusion, the game-based learning concept fits nicely with my vision of what kind of a teacher I want to be. I want to be a guide, gently directing students towards a goal of their choosing (and my designing), helping them over hurdles, and cheering on their success.
SmartBoard technology has become ubiquitous in today's classrooms. Now there are apps that allow you to turn tablets into tiny whiteboards. This app is a fantastic way to take the "class" out of the "room". I can think of all sorts applications for this technology. In the demonstration below, I took a basic math concept I learned in my math class today, and re-taught it, recording my voice and writing using an app from Educreations. Check it out:
Serious games take subjects that can be very serious and make them extremely fun. So fun, in fact, that a student may forget they are learning anything at all.
I previewed a few games at The Serious Games Directory. In one game, I was in some creepy town slaying vampires--while at the same time learning about All-Terrain Vehicle Safety. In another, I was a ninja waitress frenetically trying to fill impatient customers' food orders; I also happened to be learning about Proper Food Handling Safety along the way.
And that is what is cool about games like these--you want to win, so you do whatever it takes, which in this case means learning something about a "serious" topic.
My six-year-old son and I spent an hour driving the Monster School Bus. Take a minute to read the description of Monster School Bus.
Sounds pretty umm, academic and stuffy, right? Combining integers sounds kind of serious. And serious can't be fun or engaging, can it? Even if it has an edgy look and cool soundtrack…
Check out this short video and see for yourself.
There is a lot to like about Monster School Bus. What I like the most is that it can address a serious subject in a lighthearted and fun way--if a student is having trouble with math, rather than feeling punished by having to do extra work, a Serious Game like Monster School Bus helps turns lemons into lemonade.
Last night my six-year old son and I practiced his spelling words for the week. Rather than me intoning "bike" and then him writing the word down on a piece of paper, we crushed cockroaches. Well, virtual cockroaches, anyway. On the venerable website "SpellingCity," you can create a custom list of words and then play a variety of games that get students to practice their spelling words in a fun and engaging way.
In the one we played, cockroaches with letters scurried across the screen. He splatted appropriate bug/letters and then drag-and-dropped them to spell a word. Squashing virtual bugs was fun, spelling correctly was just a means to an end.
Therein lies the coolest aspect of utilizing gaming in education. Older students are always asking "why do we have to learn this?" and younger students may have no idea at all--school is just a place to go and do "school" stuff before they can get home and play with their toys. When we can switch students' perspectives from thinking of learning as the end product, to one in which they see education as a means to a different end--one they have a stake in--then we've unleashed a powerful tool to keep kids actively engaged in their own education.
Chris Haskell's Ibook "Play This, Learn That" details a number of ways to use games in education. And there are a lot of ways--but it does take some creative thinking on the part of teachers in order to implement it. Oh, the horror!
I was particularly struck by the section about Minecraft. To be honest, my kids have played it, and I've witnessed a number of students in schools utilize their earned free-time to play it--and I kind of thought it was a relatively mindless, if harmless, way to waste time. That was my bad--Minecraft is actually a pretty complex virtual world. Having watched my kids play with Legos incessantly, I now see Minecraft as a virtual Lego world on steroids.
The key, of course, is to harness the power of gaming into a coherent lesson plan--one with clear and measurable objectives and a way to assess for learning. A truly innovative and creative teacher will be able to create lesson plans that cross disciplines. Ultimately, maybe some smart people will create an entire curriculum that first presents problems that students want to solve, and then off-handedly provides the tools to learn how to solve the problem. Here's my dream scenario:
(Student thinking to themselves)
The scroll I got from the troll hinted that the magic key was Shaked like a Speare. So I read the compleat works of William Shakespeare and deduced from the text that the keywould be found in the Hamlet of Othello, which is located in the clouds. To get there, I need to either build a really tall tower, which means I need to learn some geometry and math, or build some kind of flying machine, which means I need to learn some physics and math. Cool. I think I'll try both.
Youtube has all sorts of video content that creative educators can integrate into classroom lessons, websites, or blogposts. One way to manage that content is to create a personalized playlist of videos, and then annotate that list with personal videos that describe and enhance that content, tying it into a common theme.
Check out this playlist I created to graphically illustrate my metaphor for a successful classroom management concept.
Pretty neat stuff. I learned a couple of things.
1. It is not that easy to film yourself with your phone. I tried doing it with a script, but I looked like I was arrogantly looking off in the distance.
2. When using a phone, make sure to turn it sideways! Not that I need to be seen in full wide screen glory…
Bonus: Take the time to make sure the content is age appropriate. I had a video I wanted to use, but it featured the briefest of nudity (bare bottom kind)…had elementary students seen that, I have a pretty good idea of what they'd remember from this lesson plan!
