New Year's Classroom Activities

It's never too early to start thinking about classroom activities after the Christmas Break. I try to focus on activities that will allow the student to come up with their own authentic conclusions or ideas. Allow students opportunities to share their work with others. I love Padlet.com because students can upload their work so the teacher can display all their creations. I also love to have students share a link to their work on Edmodo. This opens up an opportunity for them to comment on each other's creations. A discussion about etiquette when commenting is a must so students understand the proper way to offer constructive criticism and feedback.

5 Reasons Why Teacher's Should Use Google Apps

I recently presented an overview of Google Drive and thought it helpful to post reasons why I believe teachers and student would benefit from using Google Apps for Edu.  

REASON #1:  Communication and Collaboration

I can't express this point enough.  Our traditional email and office productivity software aren't cutting it.  Google Apps email and office productivity apps are the solution to breaking down the boundaries of software limitations.  These apps open up an avenue to communicate with individuals or in groups which is especially advantageous to teachers who actively work with teams to provide feedback of a shared activity, project or even student information.

REASON #2:  Portfolio
Rather than creating content within different software suites and accessing them separately, Google provides an assortment of apps that provide access to all productivity options to make running your classroom much easier.  In essence, you are creating a teaching portfolio of resources.

REASON #3:  Accessibility
When you create a file within your Google Drive, you can access it anytime from any device.  

REASON #4:  Integration
Again, your Google Drive is your one stop shop to implementing the new technology TEKS in your classroom. Today's teacher can find themselves overwhelmed when faced with so many learning expectations.  The technology TEKS do not have to be secondary to your content TEKS since Google suffices many seamlessly.    

REASON #5:  Simplicity
Google Drive can help level the playing field.  These apps are simplistic in design providing a stress-free environment to create and share.  For heaven's sake, Google places the share option in more than one place within each created file in case you forget.  

A tale between two learning models: Part II

In A tale between two learning models, Part I, I mentioned I would share a conversation I had with 2nd grade elementary teacher, Ms. Stephanie Cerda, about her experience implementing the Design Thinking process.  Since hearing about the concept design thinking, at SXSWedu I have been intrigued to find out more.  Stephanie agreed to discuss her yearlong journey of teaching her kids how to design their thinking as well as how she got started.  You can visit our Google Hangout here.

I first set out to discuss how design thinking can be integrated into a project based learning model.  However, after we started talking, the design thinking concept took center stage.  Don't get me wrong, the Project Based Learning model does have it's place.  Ms. Cerda commented that the project based learning model has great qualities about it.  In fact, she mentioned that her school uses project based learning in first grade and decided to implement design thinking in second.  She provided and example of her own child who attends her school.  He was completing a lesson modeled after PBL covering the city of London.  As she talked with him about his project, she realized how knowledgeable he was of this topic.  In fact, he created a replica of the city.  She asked him if his research was before or after London hosted the Olympics.  After further research, her son realized all his information was about London before they hosted the Olympics.  This didn't diminish the important work and understanding that went into his project.  Ms. Cerda explained his PBL had great qualities such as research skills, prototyping, retell and engagement.  He truly loved this topic, worked hard and produced an exceptional model of London.  However, this became an opportunity to open up further learning from this realization that what he learned was limited.

Our conversation led to how valuable design thinking strategies can really help to fill in the missing ingredient to this already fabulous project Ms. Cerda's son created.  Below, are a few observations explained.

Taking time to reflect back on our learning in order to relearn:

• We tend to move on instead of taking more time to reflect back on misconceptions or to gain more insight on existing understanding.  Ms. Cerda's conversation with her son led to a probing question about London, "How has London changed after hosting the Olympics?"  This led to another question, "How does a city change when they host the Olympics?".  This, in turn, led to a question he is working to answer, "How would the city of Austin change if it hosted the Olympics?".  Ms. Cerda explained how he researched all sports in the Olympics to see what places within the Austin area could host these events and how traffic could be handled.  From this, he could construct a model of Austin using his research, thereby constructing new knowledge and working to solve his own problem.  He took his learning a step further, tweaking it along the way.  This couldn't have been done had he not reflected back on the initial project.  We as teacher's have an important role in facilitating these types of conversations.

Creating a mindset to keep asking your own essential questions:

• Too often students are given a set of guidelines from which their learning is to take place.  Design thinking creates a mindset within learners to keep asking questions.  The learning is designed to create curiosity and shoot for deeper thinking and understanding.  As Ms. Cerda explained, design thinking strategies help her students "learn how to create essential questions."

Both project based learning and design thinking are needed. Ms. Cerda and I agreed that both models overlap in certain areas.  While project based learning can be very involved, it sets a research base for Ms. Cerda's younger kiddos.  It provides choice, relates to real life situations, evaluation methods are thoughtfully built around targeted objectives, rich in research, involves prototyping, and utilizes authentic audiences to explore reflection.

We also discussed the value of design thinking.  Ms. Cerda really complimented design thinking because it works to build problem finders and focuses on higher order thinking.  Concepts can be critically analyzed and developed starting with generative topics.  This process is perfect for addressing types of questions and solving complex problems.  Questions and problems the students actually build and solve themselves.  Ms. Cerda mentioned how she noticed her students developing a sense of empathy through this process.  More importantly, she noticed how her kids understand how failing and taking risks is a part of their learning.  This is where tweaking their approach, just like her son did, really fosters deeper learning.

There is nothing more valuable than one teacher sharing an experience with another.  I appreciate Ms. Cerda sharing her experiences to help me, and hopefully others, begin a journey with design thinking.  With this in mind, I couldn't help mentioning a TEDxTeen talk by Tara Suri and Niha Jain who's talk entitled, "Learning to Fail", really struck me as, what seems to me, a great example of my impression of design thinking in action.  

A tale between two learning models: Part 1

I've been participating in our education regional program involving Project Based Learning.  The leaders of this cohort have done a great job really putting the learning back on us.  This means that I've learned much about the PBL process through examples they've provided, discussions with colleagues and through my PLN.  I'm still a "teacher in training" on this learning concept and am still learning each day.  I won't lie to you and tell you I believe this is the answer for all teachers and all learners.  Project based learning is very involved and in my opinion, isn't necessarily feasible for all teachers and learners.  I continue on a journey to find a suite of learning practices that cater to many learning styles and cultivate critical thinking among many other things.

This brings me to the reason for part one of this post.  While attending SXSWedu, I met a forward-thinking teacher named, Stephanie Cerda.  She teaches second grade at the University of Texas Elementary School in Austin, TX.  Our conversation led to her passion for what's called "design thinking".  She encouraged me to attend a session titled, "The Problem Finders:  Design Thinking Across School".  This was presented by two very dynamic consultants and the CEO of NoTosh, Ewan McIntosh and Tom Barrett.   It was the very last session at SXSWedu and our end keynote speaker was Bill Gates.  While others spent their time waiting outside the doors to watch Bill Gates for fear of losing out on good seating, my team and I braved the prospect of missing a good seat in exchange for attending this last session.  And I was so glad I did (Bill Gates wasn't all that and a bag of wasabi flavored chips anyway).  I was blown away!  I loved the idea of how these guys spend their time consulting with companies and school districts on the benefits of creative and critical thinking.  So far, they've even proven to be accessible and willing to help practically anyone who is interested in increasing learning value in the classroom.  It dawned on me that both Problem Based learning and Design Thinking both relate to real world thinking.  However, I really think these guys are on to something by demonstrating how their thinking methods are utilized for businesses and schools.  Doesn't that seem logical?  That what we are trying to accomplish is to provide our students with a real world sensibility built by creative thinkers?  If design thinking can be implemented in both sectors, I see this as a potential lasting approach to successful learning.  You can go back and follow the conversation thread from this session at #DTschool on Twitter.

So, now I'm caught in between, what sounds like two valuable learning processes.  One that seems complex and warrants much practice and learning.  The other, design thinking, so far, seems to be a bit more fluid and comfortable.  I couldn't really tell you what's better.  I'm just here to tell you my experiences with both.  I know there are many other great strategies to implement, but my focus will be on these two for right now.  Stay tuned to hear about my conversation in a Google Hangout with Ms. Stephanie Cerda about her experience with design thinking and how it relates to Project Based Learning.

Brief Intro.

Well, I hear that teachers learn so much more by blogging.  I've been a fly on the wall reading other's blogs and feel I've learned so much already through their teaching wisdom.  However, I can't help feeling that I am missing out by not blogging myself.  I'm curious to see what I will learn through this experience of blogging.  As I look back at this year, I could have already shared so many new teaching and training endeavors.  My hope is to share my edtech experiences from my classroom, as a district technology liaison and as a new Google Apps for Edu certified trainer.  I also hope to get to know more people with the same passions as I have and others who might introduce me to new ones.

Welcome to the Wasabi EduTech Blog where learning is served on a technology roll!