I am enjoying planning for the upcoming school year and excited to be back in the general classroom. In addition to looking for ways to integrate primary sources and other resources, I will be implementing a Genius Hour time. In some ways, my engineering classroom was a bit like Genius Hour, except students didn't usually get to choose based on their interests or passions. Though they had choice on materials and ways to create outcomes, the topic was based on what we were covering in the classroom.
Genius Hour is inquiry-based learning that allows students to work on individual projects that focus on their passion. Even if they don't know their passion, they know what they are interested in and may discover a passion. My planning is in its beginning stages, but I am quickly identifying how I want to implement this opportunity and resources I may need to manage and scaffold the open-ended student process.
I want to create an introductory video much like the video below but in another program with audio so that students can revisit it throughout the project as needed. I would also like to have Genius Hour at least twice each week. The amount of time is still to be determined.
I will ask students to complete an interest survey to assist with the brainstorming component of choosing a project for Genius Hour. After choosing a topic, students will be asked to identify the driving question they would like to answer and share. There are a lot of great existing resources for planning and sharing with students to support the process. I will continue to dive into those while formulating my plans. It will be interesting to scaffold 2nd and 3rd grade question development and research strategies for answering questions that go beyond an easy Google search. I plan to use Seesaw Digital Portfolios for managing student progress https://web.seesaw.me/. There is still a lot of work to be done, but I feel as though I am on solid starting ground. I found the article at We Are Teachers was a great starting point with additional resources listed. https://www.weareteachers.com/what-is-genius-hour/
Sunday, June 23, 2019
Friday, June 14, 2019
Identifying Possible Resources
After going through standards and curriculum to find good connections for integrating primary sources, I next wanted to look at the different resources I have accumulated over the years, especially the new resources I have learned about during my time as an Einstein Fellow.
I am organizing materials for the upcoming school year within a single document with sections for resources. I am interested in uses ranging from digital portfolios to coding to associations and professional development opportunities. This document will then be used as a reference during project and lesson planning to maximize implementation for expanded student learning experiences with real world connections. Below are some of the various resources, pd, etc. that I am considering for my classroom. These do not include the resources that can be found at the various associations.
Share My Lessons - https://sharemylesson.com/
I am organizing materials for the upcoming school year within a single document with sections for resources. I am interested in uses ranging from digital portfolios to coding to associations and professional development opportunities. This document will then be used as a reference during project and lesson planning to maximize implementation for expanded student learning experiences with real world connections. Below are some of the various resources, pd, etc. that I am considering for my classroom. These do not include the resources that can be found at the various associations.
Library of Congress - https://www.loc.gov/
Primary Sources - http://www.loc.gov/teachers/
HABS/HAER/HALS - https://www.loc.gov/pictures/collection/hh/
YouTube Channel - https://www.youtube.com/user/LibraryOfCongress
TPS Teachers Network - https://tpsteachersnetwork.org/
TPS Consortium - http://www.loc.gov/teachers/tps/consortium/
National Book Festival - https://www.loc.gov/events/2019-national-book-festival/
Seesaw - https://web.seesaw.me/
Ecology Project - https://www.ecologyproject.org/
Scratch - https://scratch.mit.edu/
Minecraft - https://education.minecraft.net/
Raspberry Pi - https://www.raspberrypi.org/education/
The National Academies of Press - https://www.nap.edu/
IEEE Reach - https://reach.ieee.org/
BreakoutEDU - https://www.breakoutedu.com/
Digital Harbor Foundation - https://www.digitalharbor.org/ https://www.digitalharbor.org/whatwedo/projects/fabslam/
Newseum - https://newseumed.org/
NASA - https://www.nasa.gov/stem https://www.nasa.gov/education/materials/ https://www.nasa.gov/offices/education/programs/descriptions/All_Alpha.html http://ymiclassroom.com/categories/language-arts/
AEOP - https://www.usaeop.com/
ORISE/ORAU Opportunities - https://orise.orau.gov/stem/k-12/index.html
Invention Education - https://www.lemelson.org/our-programs/us-programs/education
City X Project - http://www.cityxproject.com/
Civil Air Patrol - https://www.gocivilairpatrol.com/programs/aerospace-education
National Geographic - https://www.nationalgeographic.org/education/
Space Station Explorers - https://www.spacestationexplorers.org/ambassadors/
ShareSpace Foundation Giant Mars Maps - https://sharespace.org/education/mars-maps/
Idaho STEM Action Center - https://stem.idaho.gov/
Share My Lessons - https://sharemylesson.com/
Saturday, May 25, 2019
Preparing for 2019-2020 in the Classroom - Starting with Primary Sources
As I am wrapping up my fellowship and preparing to return to the classroom for the 2019-2020 school year, I find myself very excited about the possibilities in front of me. I have been out of the general classroom for going on seven years. During my six years as the K-5 Engineering Teacher at Galileo STEM Academy, I felt as though what I was doing could be integrated into the general classroom. Now is my chance to put it to the test. I have begun mapping out the various resources I now have in addition to my engineering tools and identifying ways they can be integrated into the general elementary classroom.
Since my passion for integrating primary sources has been deeply embedded during my time at the Library of Congress, I first went through standards and district curriculum looking for areas that would easily integrate with primary sources. I highlighted areas I felt could be easily integrated with the use of primary sources. Since primary source analysis uses similar strategies as science based claim, evidence, and reasoning (CER), I also noted areas where I could integrate the use of CER with primary sources and various content areas.
I look forward to the challenge of integrating the various resources I have accumulated in my teacher tool box and the lessons learned from the elementary engineering lab.
Since my passion for integrating primary sources has been deeply embedded during my time at the Library of Congress, I first went through standards and district curriculum looking for areas that would easily integrate with primary sources. I highlighted areas I felt could be easily integrated with the use of primary sources. Since primary source analysis uses similar strategies as science based claim, evidence, and reasoning (CER), I also noted areas where I could integrate the use of CER with primary sources and various content areas.
I look forward to the challenge of integrating the various resources I have accumulated in my teacher tool box and the lessons learned from the elementary engineering lab.
Sunday, May 5, 2019
Only Three More Months
When I first arrived in Washington, DC to start my time as an Einstein Fellow, I felt this urgency to take in and experience as much as the city and the fellowship has to offer. By the end of December, the urgency started to fade and seemed to coincide with winter weather that made it more pleasurable to remain indoors. Now that there are only three months left to my fellowship and the weather has taken a decidedly spring if not summer turn, the urgency to go forth and take in all I can is back in full force.
I know I will not ever feel as though I have seen it all or done it all, but I am trying to take in more panel sessions and DC experiences. I also have plans to take some personal time to travel a bit around the northeast, making my way up to Maine and out to the Atlantic Ocean. And yet, with all the amazing events to attend and places to see, I am still trying to enjoy the beauty of the day-to-day living and working in the capital. I used to worry about looking like a tourist by taking pictures around DC, but I am a tourist and don't want to miss the opportunity to record this fantastic experience.
I am excited about the upcoming opportunity to put new skills and resources into practice in the classroom. In addition, I will be pursuing ways in which to share the STEM knowledge I have developed over the course of my time as a K-5 engineering teacher, an Einstein Fellow at the Library of Congress, and integrating all of those experiences into an engaging learning experience for students in my classroom.
I know I will not ever feel as though I have seen it all or done it all, but I am trying to take in more panel sessions and DC experiences. I also have plans to take some personal time to travel a bit around the northeast, making my way up to Maine and out to the Atlantic Ocean. And yet, with all the amazing events to attend and places to see, I am still trying to enjoy the beauty of the day-to-day living and working in the capital. I used to worry about looking like a tourist by taking pictures around DC, but I am a tourist and don't want to miss the opportunity to record this fantastic experience.
I am excited about the upcoming opportunity to put new skills and resources into practice in the classroom. In addition, I will be pursuing ways in which to share the STEM knowledge I have developed over the course of my time as a K-5 engineering teacher, an Einstein Fellow at the Library of Congress, and integrating all of those experiences into an engaging learning experience for students in my classroom.
Thursday, March 28, 2019
International Technology and Engineering Educators Association Conference 2019
I am very excited to be attending my first International Technology and Engineering Educators Association (ITEEA) Conference in Kansas City this week!
https://www.iteea.org/ITEEA_Conference_2019.aspx During my presentation about my K-5 engineering classroom experience and available resources, I shared a variety of resources that are available for both educators and students. It still amazes me when I compile a list of resources, especially when I realize that there are so many more that I don't even know about.
https://www.iteea.org/ITEEA_Conference_2019.aspx During my presentation about my K-5 engineering classroom experience and available resources, I shared a variety of resources that are available for both educators and students. It still amazes me when I compile a list of resources, especially when I realize that there are so many more that I don't even know about.
If you would like to view some of the resources I shared, you can find them at https://tinyurl.com/y25sn9kq. Feel free to reach out with any questions you may have or if you would like to share some of the great resources you have found.
And remember, there is strength and excitement by bringing others along. Find those like-minded people and follow your passions!
Thursday, January 31, 2019
The Possibilities of the Elementary Classroom
I love teaching elementary. Keep in mind, I may be biased since that is all I know. What other teaching position gives you the freedom to integrate content areas and real-world experiences for a richer experience for students? The beauty of teaching engineering to elementary students for the last six years allowed me to do much the same just through the engineering lens. As the engineering teacher, a specialist, I did miss the opportunity general classroom educators have to take a lesson a little longer if needed. The rewards of teaching elementary engineering far outweighed the challenges of being a specialist.
Each week, I saw 22 classes which was approximately 570 students, depending on current enrollment. While this was a challenge for learning names and managing materials, it allowed me to build relationships and learning with students over the course of six years, kindergarten through fifth grade. I knew exactly what students were learning in the earlier grades of engineering and could build upon that in subsequent years, developing a scope and sequence that was fairly extensive for the short time I had them each week.
My first year teaching engineering had little resemblance to what my sixth year teaching engineering looked like. As with any teaching position, it takes time to find what works for the students and what the teacher can manage. I loved the freedom I had in my classroom. Not all educators can say that. However, with good administrators, I had freedom in the general classroom but even more so in the engineering classroom. The freedom created a sense of empowerment that allowed me to try things I hadn't tried before, especially with class sizes as large as 32 students.
My instruction had definitely morphed into facilitation. My goal was to have students constructing their own knowledge through individual and collaborative challenges. As students developed their skills in building from instructions, designing 3D prints, using robotics, programming on Raspberry Pi and more, I wanted them to attempt to combine some of these skills for open-ended projects. I wanted students to learn to identify problems, rather than me giving them a problem, and then develop a solution based on their accumulated skills. Did this always work out? No, but when it did the results were powerful.
I still feel as though I have many practices and projects I would like to try in the elementary classroom. I would love to hear about some of the practices and projects you have tried as well. There just seems to be a limitless amount of possibilities for the elementary classroom.
Each week, I saw 22 classes which was approximately 570 students, depending on current enrollment. While this was a challenge for learning names and managing materials, it allowed me to build relationships and learning with students over the course of six years, kindergarten through fifth grade. I knew exactly what students were learning in the earlier grades of engineering and could build upon that in subsequent years, developing a scope and sequence that was fairly extensive for the short time I had them each week.
My first year teaching engineering had little resemblance to what my sixth year teaching engineering looked like. As with any teaching position, it takes time to find what works for the students and what the teacher can manage. I loved the freedom I had in my classroom. Not all educators can say that. However, with good administrators, I had freedom in the general classroom but even more so in the engineering classroom. The freedom created a sense of empowerment that allowed me to try things I hadn't tried before, especially with class sizes as large as 32 students.
My instruction had definitely morphed into facilitation. My goal was to have students constructing their own knowledge through individual and collaborative challenges. As students developed their skills in building from instructions, designing 3D prints, using robotics, programming on Raspberry Pi and more, I wanted them to attempt to combine some of these skills for open-ended projects. I wanted students to learn to identify problems, rather than me giving them a problem, and then develop a solution based on their accumulated skills. Did this always work out? No, but when it did the results were powerful.
I still feel as though I have many practices and projects I would like to try in the elementary classroom. I would love to hear about some of the practices and projects you have tried as well. There just seems to be a limitless amount of possibilities for the elementary classroom.
Wednesday, January 16, 2019
Scratch Lesson and 3D Printing
The Scratch lesson Coding with Primary Sources is available at the TPS (Teaching with Primary Sources) Network. https://tpsteachersnetwork.org/album/46060-coding-with-primary-sources-scratch-30 The lesson includes student-facing instructions and the primary sources used for the sample Scratch program. I would love feedback on the lesson and to hear about ways you may have adapted it for your classroom.
I have another project I have fallen in love with, kites. It sounds so simple and yet the historical uses of kites and the advances they have facilitated are intriguing. The project involves designing kites from measured drawings by Alexander Graham Bell's notebooks and more. Designs could be made from recyclables, balsa wood and paper, and even 3D printed. I'm having a great time developing this project.
I have another project I have fallen in love with, kites. It sounds so simple and yet the historical uses of kites and the advances they have facilitated are intriguing. The project involves designing kites from measured drawings by Alexander Graham Bell's notebooks and more. Designs could be made from recyclables, balsa wood and paper, and even 3D printed. I'm having a great time developing this project.
I love the resources available at the Library of Congress!
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